Adapting Process Writing for ESL Composition

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Adapting Process Writing for ESL Composition
November 1, 2008

• Jeanette Gerrity Gomez, Assistant Professor
• Elizabeth Holden Wagenheim, Associate Professor
• Prince Georges Community College

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Process Writing Approach
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English Language Learning at PGCC
Course Learning Outcomes Clearly outline goals
for students Enable the department to have
focused instruction from all professors to meet
institutional goals

• Example of Course Learning Outcomes
• Advanced Composition Course
• Upon successful completion of this course, a
  student will be able to
• Write a five-paragraph essay, including an
  introduction, three paragraphs of support, and a
  conclusion.
• Formulate a clear thesis statement.
• Produce sentences with relevant and appropriate
  support for the thesis statement.
• Present ideas clearly.
• Use conventional syntax and mechanics with only
  minor errors that do not interfere with the
  readers comprehension.
• Follow the standard format for essay writing,
  either typed or handwritten.

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English Language Learning at PGCC
Three Level Course Organization Beginning and
Intermediate - Grammar Focused Beginning I and II
Sentence Structure Intermediate I Paragraph
Writing introduced Intermediate II - Paragraph
Writing refined Advanced - Writing
Focused Advanced I Paragraph Writing based on
types Advanced II 5 paragraph Essay Writing
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Challenges

• Time Constraints
• Language and Cultural Differences
• Lack of Academic Preparedness

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Challenges

• Time Constraints
• Not unique to ELLs.

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Challenges

• Language and Cultural Differences
• Academic language needed for constructive
  criticism
• Communicative competence - speak and understand
  each other
• Cultural Comfort - taking and giving criticism
• Level of knowledge of grammar/editing feedback

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Challenges

• Lack of Academic Preparedness
• Planning
• Outlining
• Brainstorming
• Conventions/Expectations of American-style
  academic writing
• focus on third person usage
• sentence structure complex sentences often not
  effective use of transitions.
• overall structure linear (get to the point!)
• less repetition
• citations

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Elizabeth's Underlying Belief
Workshopping serves the reviewer more than the
author.
Jeanette's Underlying Belief
Planning is the key to all good writing.
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Elizabeth's Strategies

• Written rather than oral feedback
• Hold reviewers accountable
• Group demonstrations of writing and feedback
  process
• Self-identification of strengths and weaknesses
• Teaching editing (highlighters)

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Jeanette's Strategies

• Instruct on brainstorming techniques for specific
  types of writing
• Have students peer review brainstorms, outlines,
  and initial drafts
• Identify personal editing needs through
  constructive criticism
• Evaluate brainstorms outlines and incorporate
  as part of overall grade
• Expect students to incorporate ideas from peer
  review and teachers comments

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Group Discussion Questions? Suggestions?
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Thanks for your attention and participation!
You can contact us at ewagenheim_at_pgcc.edu or
jgerrity_at_pgcc.edu