Integrating Reading, Writing and Technology
Anna Fichman
University of Utah
Colorado TESOL Convention 2008
Literature Review
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Good readers and writers are more likely to reflect on their own writing than bad
readers and writers.
Teachers should devote more time to teaching reading strategies, critical thinking,
assessing and critiquing texts, and that they should encourage students to express
their views about topics discussed in readings
Birnbaum (1986)
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Selected reading experiences can contribute to writing performance, and certain
writing experiences contribute to reading performance.
Successful writers integrate reading into their writing experience, and successful
readers integrate writing into their reading experience.
Tierney and Leys (1986)
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Reading and writing enhance each other
However, despite over twenty years of assertions that the two skills supplement
each other, there has been little empirical research on to what extent reading
enhances writing and writing enhances reading
Grabe 2004
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There is disconnect between reading and writing in second language classes
Teachers should integrate reading and writing in their classrooms, and provide
sufficient background reading before asking their students to compose. This type
of instruction is more effective as it allows students to write in an authentic
context.
Hao and Sivell (2002).
From Theory to Practice
Due to various factors such as limited resources, many university level writing courses
forego writing. In such courses, students spend very little time on reading, and it is
assumed that they will read on their own to inform their writing.
Suggested solution: a one-credit web-assisted advanced reading lab
- As a support course for a writing course such as ESL 1060 at the U of U
- Students would have an opportunity to read and analyze texts, develop reading
strategies, build vocabulary and become familiar with content relevant to papers they are
required to write in ESL 1060.
- Students would learn strategies (group and collaborative work, interaction with text)
and use learning tools such as Web CT and library.
Course sequence at the University of Utah
- ESL 1040 – Grammar and Editing for Non-native Speakers: This course focuses on
reviewing important grammar rules in English to prepare ESL students for academic
writing courses.
- ESL 1050 – Composition for Non-native Speakers: This course is designed to help
students develop skills that they need to succeed in academic writing in English at the
university level.
-ESL 1051 – Intermediate Reading Lab for Non-native Speakers: This course would
support ESL 1050 (Composition for Non-native Speakers). It would focus on reading and
analyzing skills, vocabulary building, and content. It would cover the following modes of
discourse: comparison, and causal analysis.
- ESL 1060 – Expository Writing for Non-native Speakers: This course focuses on
writing in undergraduate academic contexts. Students practice analytical and persuasive
writing that addresses various academic audiences.
- ESL 1061 - Advanced Reading Lab for Non-native Speakers: This course would
support ESL 1060 (Expository Writing for ESL Students). It would focus on reading and
analyzing skills, vocabulary building, and content. It would cover the following genre:
annotated bibliography, report, and argument.
- ESL 1061 – Advanced Reading Lab for Non-native Speakers.
Motivation:
In ESL 1060 (Expository Writing for Non-native Speakers) students do not have enough
opportunity to focus on developing their reading skills. Currently, very little time is spent
on reading during class in 1060 and it is assumed that students will read to inform their
writing at home.
COURSE DESCRIPTION
- The course would support ESL 1060: content, knowledge, and skills acquired in
1061will be used when students write papers in 1060
- Reading and analyzing skills, vocabulary building, and content.
- Strategies (group and collaborative work, interaction with text)
- Using learning tools such as Web CT and library
- Strict collaboration between the 1060 and 1061 instructors is an important goal of this
course.
ORGANIZING PRINCIPLE: EXPOSITORY GENRES
– Annotated bibliography
– Report
– Argument
SUPPORTING ELEMENTS
- TEXTS (selected according to theme)
- TOPICS (related to topics in the writing class and controlled by the course theme)
- ACADEMIC SKILLS (reading, using the library, using WebCT, academic conduct)
STUDENT GOALS and OBJECTIVES
- Students will enhance their reading comprehension by using various reading strategies:
- Previewing a text and activating schemata
- Learning to skim before reading carefully
- Answering questions about content
- Summarizing a text
- Defining and using theme-related vocabulary
- Writing an outline of a text
STUDENT GOALS and OBJECTIVES
- Students will be able to understand and evaluate various reading materials related to the
expository text genres:
- Posing questions about content
- Describing the rhetorical situation
- Assessing and critiquing texts
- Expressing views about the topics discussed in readings
STUDENT GOALS and OBJECTIVES
- Students will be able to incorporate material from sources in their own writing
following academic conventions.
- Using citation appropriately
- Paraphrasing and summarizing skills
- Understanding the notion of plagiarism
- Students will develop interpersonal skills by engaging in group work and
collaborative learning.
- Treating each other respectfully and using appropriate register
- Taking turns speaking and answering questions
- Formulating logical arguments
TEACHER GOALS and OBJECTIVES
- The instructor will collaborate with the ESL 1060 instructor to ensure the reading
lab is addressing reading-related student needs as they arise in the writing class.
- Meeting biweekly to discuss student needs and make necessary adjustments in the
course
- Discussing results of assessments to determine student needs
- Collaboration on development of theme related materials
COURSE OUTLINE
Week #
Classroom
Week 1
Objectives
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Activities
Web CT
Genre: Annotated Bibliography
Understanding the difference
between reading for pleasure
and reading for learning.
Reading skills: self-analysis.
Using reading strategies:
preview, skim, read critically,
review.
Students discuss their reading habits
and use a questionnaire to evaluate
themselves as readers. Introduction to
reading strategies.
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Engaging in a debate.
Assessing and critiquing texts.
Students find and post an abstract related to
the theme. Discussion board: which paper
would you like to read and why.
Week 2
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Searching for sources: library
tour
- Finding and evaluating
sources: abstracts
- Finding and evaluating
sources: using online
databases
Students visit the Marriott Library.
What is an abstract? How to use online databases to find relevant
materials.
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Summarizing a text and using citation
appropriately.
Students find one source in an on-line data
base and post information about it for other
students to view.
ON-LINE TOOLS
- Discussion boards where students respond to the assigned readings
- Threaded topics where students can view each other’s answers and respond to
them
- Chat rooms where students can participate in discussions in real time
Why web assisted?
- Students can access the course when it is convenient for them
- If discussion boards postings are required, all students have to voice their
opinions / interpretations
- Easy to monitor by the instructor
ASSESSMENT
1. FORMATIVE ASSESSMENT
a. Teacher initiated
i. Formal assessment (assessing achievement)
1. Text summaries (rubric)
2. Reading comprehension questions (score)
3. Posts on discussion boards (rubric)
4. Presentations (rubric)
ii. Informal assessment (assessing effectiveness)
1. Observations of class interactions
2. Monitoring of WebCT discussions
2. FORMATIVE ASSESSMENT
a. Students
i. Formal assessment
1. Learning log / reading journal
2. Questionnaires (3-4 during the semester)
3. Peer feedback on presentations
ii. Informal assessment
1. Concerns directed to the instructor
3. SUMMATIVE ASSESSMENT
a. Students will complete an end of semester questionnaire.
Research proposal
Usefulness of the course – did it help students succeed in the writing class?
The usefulness of the course would be evaluated by comparing scores obtained from
students who did not take ESL 1061 along with ESL 1060 with the scores obtained from
students who took both courses.
The results of the study could potentially convince the department to continue offering
the course.
Funding – Looking Ahead
The presenter is in the process of applying for the Ruth Crymes TESOL Fellowship for
Graduate Study
Questions and Suggestions?
Please feel free to contact the presenter at a.fichman@utah.edu
Any comments and suggestions will be mostly appreciated.