Reading & Responding to ‘Error’ in International Student Writing

1. Reading & Responding to ‘Error’ in International Student Writing

2. Cultural Practices of Reading Goal: To develop asset based pedagogies for responding to error in international student writing.

3. Survey Says: Understand and analyze how we perceive error and our attitudes toward it. If you have not already done so, please complete the survey located here: https://broad.qualtrics.com/SE/?SID=SV_5cZv6ezQw4axOWV

4. Fall 2013 Post Survey Says: Error is a sign of…

5. Fall 2013 Workshop Successes! • Mini lessons now part of activities in classes • You reported saving time in responding-- no more error hunts! • Noticeable student achievement in fluency • Better appreciation of the work students' efforts and skills

6. Logic of Error: What research finds about the logic of error All Error Has Logic • Sign of cognitive overload (Waes et al) • Sign of social knowledge (Hull and Rose) • Sign of students’ growth and development (Shaughnessy) • Always has patterns to it (Polio, Ferris, Bitchener)

7. Logic of Error: What research finds about the logic of error All Error Has Logic • Signals our own linguistic and cultural expectations as readers • Cued by cultural and linguistic gaps • Understood when educate ourselves about students’ language and culture

8. Logic of Error: What research finds about the logic of error All Error Has Logic  “Error marks the place where education begins” (Rose 1988, 189) for both teachers and students.

9. Helping International Students What research suggests are best practices • Types of errors relate to types of language heritages • 10 common errors emerge (across Spanish, Chinese, Korean, Russian, & Turkish)

10. Helping International Students What research suggests are best practices Types of feedback that get results • direct corrective written and oral (in form of 30 min. mini lesson) • corrective oral • direct corrective written • indirect corrective

11. Helping International Students What research suggests are best practices Mini Lessons Should • Respond to what is being communicated as well ashow • Uncover the knowledge and linguistic assets the students are demonstrating • Target a specific problematic linguistic domain • Happen at all points of drafting • Reinforce cumulatively across assignments in rubrics

12. Helping International Students Targeted & Specific Sample Mini-Lesson Checklist In my mini lesson, did I? • Help uncover the linguistic/cultural logics behind these errors? • Model gaps in my understanding with a sample student writing? • Offer sample sentences to correct? • Ask students to apply corrections to their own text? • Circulating & give feedback on their corrections? • Indicate how lesson will be integrated into peer reviews and rubrics?

13. Adaptations & Reflections • Discussion results

14. Helping International Students Adapt These Mini Lessons Targeted & Specific Mini-Lesson Adaptation • Students need time in class to integrate with verbal feedback given • Integrate only those patterns covered in mini-lesson into the peer review and rubric • Grade these iteratively through the semester in rubrics • Use 1-2-1CF only when a student needs differentiation across language or ability background