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英国Paper代写:ENG 107

2019-01-11 | 来源:51due教员组 | 类别:Paper代写范文

下面为大家整理一篇优秀的paper代写范文- ENG 107,供大家参考学习,这篇论文讨论了ENG 107ENG 107是亚利桑那州立大学本科一年级的作文课程,这门写作课的目的是培养多语种学生更有效地撰写文章和描述观点的能力。设立的这个课程的原因,一方面是因为多语种的学生很难写学术论文。另一方面,多语学生有必要和导师一起学习,尤其是多语导师,因为多语学生和导师有着相似的英语学习背景。此外,来自相似社会文化背景的导师和学生之间更容易建立信任,这有利于有效的教学。

ENG 107,论文代写,essay代写,paper代写

The term of “ENG 107” denotes the first-year composition course offered in undergraduate program at Arizona State University, and it helps the multilingual students succeed in academic writing area. It is accustomed to be called the writing course since this course is aimed to develop multilingual students’ abilities of writing points of view for essays and describing ideas more effectively. On the one hand, there is a commonly accepted idea that it is difficult for multilingual students to write academic essays, especially in their freshman year on the American campus. On the other hand, it is necessary for multilingual students to study with tutors, especially multilingual tutors, because multilingual students and tutors have the similar English learning background. Furthermore, trust is more easily established between tutors and tutees from similar social and cultural backgrounds, which can be beneficial for effective teaching (Lee & Schallert, 2008).

Multilingual tutors play an important role in the process of academic writing learning for high efficiency. Research by Medgye (2001), they are more fitted to their students and benefit from their ability to use the students’ first language. However, Thonus (2004) studies show that tutors of the non-native speaker tutees are often less consistent in their interactional behavior, causing confusion among the tutees. Thus, the importance of training for multilingual tutors cannot be emphasized enough. Such training is more focused on improving the sensitivity of the tutors towards the students’ needs, to encourage active participation of the writers, which is crucial for the effectiveness of the writing lessons (Williams, 2004). Without adequate training, tutor tend to have problems establishing clear teaching guidelines. The problem of ambiguous guideline in teaching has to be concerned due to their ubiquity. In order to avoid this problem, I enroll ENG 484 Topic: TESOL Internship, to go through the teaching training and strengthen my teaching experience. This paper examines the internship experience during the 2017 spring semester and how the experience impacts my future teaching.

Comparison between WAC 107 and ENG 107

The development of writing skills is a progressive path. Being in the classroom that are more consistent in the level of students and teaching modes of the tutors can have positive effects on the students (Matsuda, Saenkhum & Accardi, 2013). Thus, it is important that each course offered has its distinctive focuses and targets. WAC 107, Intro to Academic Writing, denotes the composition class that focuses more on the basic Academic writing knowledge for the multilingual students, especially the Chinese students, and it is for the beginners of academic writing learning. During WAC 107, the most important contents are formatting and editing, which are the basic structure of academic writing. In comparison, ENG 107 is also a first-year writing course for multilingual students, which aims to increase the students’ writing ability such as developing their skills of writing an argument. It pays particular attention to persuasive writing, critical reading and presentation skills.

The Effectiveness of ENG 107 Internship

My past internships have reinforced my determination to become an excellent TESOL teacher. I was mainly in charge of tutoring the multilingual students to improve their English writing ability. To put it more specifically, I have taught them the vocabulary choice, references, paper structure, thesis statement construction, and etc. The details of effectiveness in teaching activities as follows.

Draft Conference

This week, I participated in the Draft Conference together with fellow students in professor’s office and it was the first time I had a face-to-face writing conference in this semester. I was mainly in charge of leading four students to exchange their peer reviews with each other. The professor taught me the steps of leading students to work in their rough drafts, and what kind of content I need to figure out with students. As she said, revised students’ rough drafts mean do not waste time on the grammar mistakes. Instead of that, try to figure out the large errors, like the organization, the structure and the context. When she worked with the students in a small group. I join with them and observe what are the steps should I do when I need to lead the students.

According to the points put forward by Harris and Silva (1993), when working on the multilingual students writing, their vocabulary choices might be confusing, recognizable elements of essays are missing. Tutors' first concern is often given some guidelines about where they can improve. When I worked the papers with the students, I did not work the same as last semester to point out all mistakes during the conference. In order to make their paper stronger, I just give them guidelines of their paper about how to develop. Research on Ferris and Hedgcock (2013), it is the writer not the teacher who should be held responsible for the final decision about revision and contents of a paper. Once if I told students how to correct mistakes in details, chances are that they would blindly follow the instructions and keep keeping the same kind of mistakes unconsciously in the future.

Materials Designing and Teaching

This week, the professor canceled the in-class meeting and held the mission in on-line board. All students should start working on their proposals and drafts based on the given handouts. What I am responsible for is to design a mini-class plan and instruct one group as for how to start their project.

In the mini-class plan’s presentation activity, I firstly introduced the definition of “analysis” which is right the topic of their second project. I hold the view that definition is the most important part in their second project and it is common sense that different materials have their exclusive fields of analysis. In other words, every student has to pay greater attention to the specific fields they would like to focus on in order to fit the materials. Self-evaluation and feedback is more effective when information is obtained from the subjects themselves and others (K. Hyland & F. Hyland, 2006). Therefore students can quicker finalize their own desired field and start writing. The priority for students to complete their project is data collocation, during which they have to decide what kinds of materials they are more interested in and what they want to analyze. And I suggested that students could use the professors’ analysis guideline to figure out their own analytic ways toward materials.

In addition, another significant section of this mini-lesson plan is the organization of the drafts. During the mini-lesson plan designing, I have combined my own past writing experience and the professors’ requirements to show them how I will organize my paper if I need to write this project. It seems that it is really a useful way in that it is able to clearly present my organization to those students. Also in the presentation activity, I listed some basic elements in each area that students have to include in their drafts. The reason why I did not list all the elements lies in that students are encouraged to discover other different elements on their own without limitation. Ferris (2009) has demonstrated John’s strengths in macro- and micro- level organization and weaknesses in idea development, grammar and word choice who is a senior business major at a large state university in California, which can well suggest that it is necessary for students to cultivate their idea development. In the end, students have to review the essays of their peers so as to learn something from within. The article of Nelson and Carson (1995) has stated the inevitability to criticize peers’ essays and it can help justify why I would lead the students to peer review. In this way, students can know more about others’ thoughts and writing skills for the sake of the improvement of their writing more or less.

One-To-One Writing Conference

HaoXin Yang, who is the multilingual student in ENG 107 First Year-Composition, organized several discussions with me, in order to edit his essay after a lecture of ENG 107 Class. I noticed that he only held a preliminary understanding of analysis a popular culture, which is the topic of his second project. In the other word, although he already had his point of view of what kind of topic he is dying to figure out, but it is a pity that he still had no idea about how to start it. As a result, his first draft failed to present readers with an essay of clear structure, supportive arguments and correct grammar. In order to improve his writing, we tried to apply Task-based Language Teaching (TBLT) in our discussions. TBLT means to set meaningful tasks and to complete them through practicing, participating, modeling and communication (Klapper, 2007). In view of the present station, I made some small tasks could be a good start.

As has been mentioned above, to achieve his final task of writing his draft, we together decided to set two tasks. First was to focus on elements’ organization in his draft. It common sense that the clear structure is the most important requirement that students need to figure out in their essays. In this respect, we mat as well say setting the task of practicing to put elements in order of each part in his essays is a good choice to edit his essay. We also studied several articles from our textbooks to see what kinds of elements the authors’ figure out in their essays. And the second task was to express main ideas clearly. After exchanging ideas about his present language ability, we hold the opinion that using simple words could be a good way to start, because it could help avoid grammar mistakes, and it would be easier for his to express ideas in familiar words. I hold the view that small tasks have helped us make essay-writing easier. According to the communication, we know better about each other’s language level and find a more suitable way to improve writing in English. We both think dividing a goal to different tasks actually makes it easy to complete, because it becomes very specific. Small tasks are easier to find a way to improve our writing, and thus brings us improvement and courage to move on.

Managing group discussions

This week, I also arranged and managed a group discussion for ENG 107 students. The group discussion mainly consisted of sharing articles and writing skills they learned in recent weeks. Each student was supposed to bring a journal article that they read during the week that he or she finds it well written or have interesting content. In the first half of the session, I first led the discussion, introducing the article that I found to share with them. Then, the students in turn briefly summarized the main idea of the article they found; read one paragraph out loud to other students; and shared the reason why they chose to share this piece of article. The discussion was led in a really relaxed manner, aiming to encourage all students, some of whom may be too shy to participate in class to share great ideas, to speak out and to improve their communication as well as writing skills. After each students shared his article, other students could feel free to comment on it and add on ideas of what he thought about the article or what he learned from it, including the organization, writing style, and content. The discussion went on smoothly and everybody had a chance to speak up and express his own opinions.

In the second half of the session, we all shared what we learned and how we improved our writing in recent weeks. Some students shared that they got a better sense of the choices of words when building a paragraph, and some thought that they got a better command of the use of propositions. I also shared the inspirations I got from today’s session. I encouraged them to communicate more with their fellow students through letting them know that group discussion and sharing is much more efficient than learning by themselves.

Group discussions can contribute to not only the students’ learning, but also their communication skills and group work ability, as well as writing intuition and inspirations. It is important for multilingual students who are beginner in English academic writing to speak our since mere writing is not enough to improve their language sense and intuition. Communication is auxiliary to writing, and speaking out and sharing ideas help the multilingual students to get more inspirations in writing, and to improve not only their grammar, but their writing skills overall.

How the Experience impact My Professional Skills?

There are three projects in the teaching process of ENG 107 and each project accompanies a mini-class plan. That is to say, I would tutor the students after class, because some students could not keep up with the pace of teachers in the classroom. This measure could not only meet the needs of different types of students with different levels, but also avoided the further expanding of polarization phenomenon.

This experience impacts a lot on my specialized skills of teaching. First and foremost, it makes me decide to pay more attention to the differences of students but not their similarities. There are plenty of differences between students, such as their hobbies, learning habits, language skills, intellectual development and so on (Ferris, 2009). If a teacher just uses one fixed and changeless method to teach, some students who are extremely unsuitable for this teaching mode, they may gradually lost interest in learning English and even gradually lost confidence in themselves. Therefore, in teaching, teachers should distinguish different types of students and then carry out targeted teaching in accordance with their aptitude, which is particularly important. What’s more, this approach promotes equal access to education opportunities for students to fully develop their personality. Second, I learned that it is necessary to assign unique homework according to the individual differences of students (Conrad & Goldstein, 1999). The practice during this experience has proved that this form of work was very popular with students, because it could meet the actual ability of each student. Moreover, by working hard, each of them could achieve this requirement and had a sense of success. Third, this experience has taught me that teaching evaluation is an extremely important part in the teaching process. As Ferris (2007) studies, responding to student writing is one of the most challenging aspects of the writing instructor’s job. In fact, teaching evaluation really has a good effect on providing feedback of the teaching efficiency for teachers and stimulating learning motivation of students. In a word, this experience has exactly helped me a lot in the professional teaching skills and I will fully apply this experience to my teaching in the future.

Conclusions and Future Study

It is widely accepted that the internship in this semester is better than the last semester due to the teaching approach. In the last semester, I was payed greater attention to focus on anything of the mistakes in the students’ paper or essays, which was wasted time but cannot develop the student’s paper or essay due to the mistakes did not have the significance to be fixed. However, during this semester, I could develop a lot since I know how to find the large errors for essay. This is a meaningful development because it is effective to let the tutor develop themselves. Moreover, the materials designing and teaching is another big challenge for me, even though I made a lot of mistakes in the teaching and teaching process, it is sure-enough to help me accumulate much of teaching experience.

References

Conrad, S. M., & Goldstein, L. M. (1999). ESL student revision after teacher-written comments: text, contexts, and individuals. Journal of Second Language Writing, 8(2), 147-179.

Ferris, D. R. (2007). Preparing teachers to respond to student writing. Journal of Second Language Writing, 16(3), 165-193.

Ferris, D. R. (2009). Teaching College Writing to Diverse Student Populations. University of Michigan Press.

Ferris, D. R., & Hedgcock, J. (2013). Teaching L2 composition: Purpose, process, and practice. Routledge.

Harris, M., & Silva, T. (1993). Tutoring ESL students: Issues and options. College Composition and Communication, 44(4), 525-537.

Hyland, K., & Hyland, F. (2006). Feedback on second language students' writing. Language teaching, 39(02), 83-101.

Klapper, J. (2003). Taking communication to task? A critical review of recent trends in language teaching. Language Learning Journal, 27(1), 33-42.

Lee, G., Schallert, D. (2008). Meeting in the margins: Effects of the teacher–student relationship on revision processes of EFL college students taking a composition course. Journal of Second Language Writing 17 (2008) 165–182

Matsuda, P., Saenkhum T., Accardi, S. (2013). Writing teachers’ perceptions of the presence and needs of second language writers: An institutional case study. Journal of Second Language Writing 22 (2013) 68–86

Medgyes, P. (2001). When the teacher is a non-native speaker. Teaching English as a second or foreign language, 3, 429-442.

Nelson G.L., & Carson J.G. (1995). Social dimensions of second-language writing instruction: Peer response groups as cultural context. Composing social identity in written language, 89-109.

Thonus, T. (2004). What are the differences?: Tutor interactions with first-and second-language writers. Journal of Second Language Writing, 13(3), 227-242.

Williams, J. (2004). Tutoring and revision: Second language writers in the writing center. Journal of Second Language Writing, 13 (2004) 173–201.

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