N T A Informing & Inspiring New Teachers a Kappa Delta Pi publication Volume 22, No. 1 By Diane Yang KDP Executive Director FAYE SNODGRESS Managing Editor SALLY RUSHMORE Assistant Editors KATHIE-JO ARNOFF LAURIE QUAY Art Director CHUCK JARRELL NTA Advisors THERESA BECCATELLI REA KIRK MADELINE KOVARIK ADRIENNE LORME LISA MURLEY GINA RILEY STEPHANIE L. SCHAEFER NICHOLAS J. ULIANO JACQUELINE VIGOTTY MICHAEL P. WHITMAN P I C T From 1997−2009, the number of non-English-speaking students in schools in the United States increased by 51% (U.S. Department of Education, 2011). While these students may struggle in many curriculum areas, writing does not have to be one of them. Teachers can assist English language learners (ELLs) with their writing skills by helping them get the PICTURE! PICTURE Perfect Writing U R E STRATEGIES: WRITING ISSN 1070-7379 published four times during the school year by Kappa Delta Pi, 3707 Woodview Trace, Indianapolis, IN 46268-1158. Send all subscription orders and editorial correspondence to address above, call 1-800-284-3167, or visit KDP Online at www.kdp.org. Subscription rate: $10.00, members, per year, domestic; $12.00, members, foreign; $12.00, nonmembers, do-mestic; $14.00, nonmembers, foreign. Single copies, $3.50 (+s&h). Third-class bulk permit paid at Columbus, Ohio. Postmaster does not return issue to publisher with address change. Subscriber must send changes to: Kappa Delta Pi, 3707 Woodview Trace, Indianapolis, IN 46268-1158. ©2014 Kappa Delta Pi. All rights reserved. Prewriting: Have students brainstorm ideas be-fore they write to activate prior knowledge about the topic and focus the student on the writing. (See bit.ly/PreWrite for ideas.) Interactive Writing: Interactive writing means students work together on a writing task. This especially helps the English as a New Language (ENL) student because language is modeled by a native speaker. The website Fun English Games (www.funenglishgames.com) provides interac-tive writing games organized by grade level. Corrective Feedback: Timely, understand-able, specific feedback helps students avoid miscommunication due to language barriers and accelerates their writing proficiency. Paraphras-ing or substituting words is particularly beneficial (Javadi & Mohammadi, 2009). Teacher Monitoring: Closely monitor the student’s writing progress to determine if the instructional level matches the level of the student’s writing proficiency. Determine if a stu-dent’s difficulty is with the content, the instruc-tional method, or the student’s language level and adjust as appropriate. Understanding Mistakes: Provide guidance and encourage students to correct their own mistakes. Edit older students’ papers with proof-reading marks (see bit.ly/WriteSym) to reduce your grading load and assist students in seeing their mistakes. Revising: Revision helps students look at writing from a different perspective and reorganize it for the intended audience. Teach students to revise their writing by using vari-ous techniques, including reading the text aloud to identify grammatical errors, editing at a location different from where the paper was written, editing in printed form rather than on the computer, or by using a reverse concept map (bit.ly/ESLrevise). Editing with a Peer: Peer review helps the ENL student interact with a native speaker, experience different writing styles, and hear constructive feedback. Teachers must be sensi-tive, however, when using peer editing because some ENL students “tend to mistrust their peers as critics and often fear being embarrassed in front of peers by their low skills in English” (as cited in Horning & Becker, 2006, p. 116). Older editing partners may find the following website helpful as they work through the writing process together: bit.ly/WriteGide Good writing starts with a clear picture of where the story or essay is going. Using these 7 strategies will help your students get the PICTURE! References Ms.Yang grew up in Taipei, Taiwan, and started to learn English as second language (ESL) in college. Her English-learning experiences in college influenced her decision to become an ESL teacher. She is currently working with Asian students in the San Francisco area and wants to provide linguistically diverse students with opportunities to go beyond what they see as their limitations. Horning, A., & Becker A. (Eds.). (2006). Revision: History, theory, and practice. West Lafayette, IN: Parlor Press. Javadi, Y., & Mohammadi, M. (2009, July). Application of recasts in TEFL on effectiveness of written recast vs. ex-plicit negative feedback. Proceedings of EDULEARN09 conference, Barcelona, Spain. U.S. Department of Education, Office of English Language Acquisition. (2011). The growing numbers of English learner students 1998/99–2008-09.