Clarissa MooreESL 6063Assignment 1: Application Activity 1.2 – Schematic and Rhetorical Text Analysis

My past ESL teaching experience has been mostly with young adults – both

with refugees in a mandatory ESL program through a resettlement program and

public high school students in the United States. For this reason I selected an

informational authentic text from a popular culture magazine, People, that 1) gives

some insight on American culture and history (mostly for the refugee students who

are tackling sudden resettlement to the United States but also for my more recently

immigrated high school ESL students) and 2) discusses a high interest topic in a

more informal style of writing that is sprinkled with pop culture references (mostly

for the teenagers but also for the benefit of my refugee students – both populations

need all the “hooks” I can throw at them sometimes!). The text I selected was

originally in an online “slideshow” format; Appendix 1 is a transcription of the text

and contains the photos included in the online article.

I feel this text could serve many purposes in an L2 writing course setting; for

example, it could be used in lessons on:

1. persuasive writing and/or informational text writing

2. vocabulary development and/or enriching writing with more variety of

descriptive language

3. using visual texts (drawings, photos, advertisements, etc.) as springboards

for composition

4. writing tasks such as short synopsis writing, notes for powerpoint or other

slideshow-type presentations and/or oral presentations

Additionally, I appreciate the emphasis on the various aspects of American culture

in this text. To me, this allows for some unique and meaningful exchanges (see

below for more information) that can foster personal connection with and among

my cultural diverse students which is so important to their overall success in

language learning (Finn, 2010; Larrotta and Serrano, 2012; Sitler, 2009).

Since this is largely an informational text, there is not a lot of content

schemata assumed on the part of the author; rather the author’s intent is to educate

the reader on facts related to a few of the parks included in the National Park

System. Other the other hand, this text is loaded with cultural schemata that the

reader would need to know in order to make sense of the text. Knowing what a

“summer vacation” is (or even when summer takes place in the United States) needs

to be understood, as does references to other literary texts (The Jungle Book, for

example). Introductory discussions about what vacations mean to them or

vacations they’ve had in the past/want to have in the future could be fun and

interesting ways to have cultural exchanges in the classroom and could play out in a

variety of ways with various activities that could then tie in to the more formal use

of this text. Additionally, in my opinion, a pretty developed recall of current popular

celebrities is needed if the reader is to understand and arguably enjoy this text fully.

News flash – I don’t know who Edris Ilba is! My high school students (and some of

my refugee students who are quite interested and knowledgeable of American pop

culture) could probably help me with my cultural schemata in this category; rather

than vice versa. I think this opportunity – for students to teach their teacher – is a

wonderful way to help balance power dynamics in the classroom and facilitate

bonding, or at the very least, lighten the mood in a classroom. Finally, the author

assumes readers would have formal schemata around how short synopsis writing as

well as technical skills to flip through an online slideshow with text. More explicit

instruction to bridge these possible schematic gaps would most likely be part of this

lesson. Incorporating specific computer skill instruction either during this lesson or

at some point in the larger writing course would be beneficial, particularly for

refugee ESL students (and I would argue any ESL student) since a coorelation

between improved computer skills and increased English language skills has been

seen (van Rensburg and Son, 2010).

I feel this lesson provides numerous opportunities for comparing content

and structure with similar texts in their mother language. For example, students

could find and present persuasive and/or informational texts regarding “national

treasures” from their home countries. This could help illuminate differences and

similiarities in formal text organization as well as give students an opportunity to

maintain cultural identity and pride which can positively encourage language

learning (Herrera, Cabral, & Murry, 2013; Norton, 2013; Peirce, 1995).

Students that I have worked with in the past would most likely need

assistance with some vocabulary included in this text such as centennial, granite,

diverse, dwellings, aerial, expansive, and yoga. One of my favorite strategies is to

facilitate discussions around specific words by connecting them to what they do

know/relate to culturally. For example, teaching them that “dwelling” is a synonym

for house would flow into a discussion about what houses are like in the home

countries or their current homes. Given what I have learned about

Contrastive/Intercultural Rhetoric (Ferris and Hedgcock, 2014; Kaplan, 1966; Li,

2014) so far in this course, I could also anticipate some possible challenges around

the ability to write persuasively. I would consider providing students with a

“Persuasive Writing Checklist” such as the one provided in Kendall and Khoun

(2006; p. 205) which allows students to self-assess whether their this authentic text,

the text written in their native language, and/or their own piece of writing contains

tenets of a persuasive writing style (lead that grabs attention, presents interesting

facts, evidence in logical order, strong conclusion that suggests action, etc). As

presented here, this task may be most appropriate for lower level English writing

classes. To modify it for higher, more advanced writing classes, one could take

additional time to delve deeper into genre analysis while pulling in comparative and

contrasting examples from their cultures.

Below is a sample instructional outline that could be used for a lesson

implementing this authentic text to facilitate students’ schemata:

Topic – Improving Authentic Text Schemata

Grade Level – Intermediate High School/Young Adult ESL

Content and Language Objectives

SWBAT understand content schemata of a sample informational text.

SWBAT understand cultural schematic content of a sample authentic text.

SWBAT identify and predict formal schemata related to persuasive writing.

SWBAT produce an original piece of effective persuasive writing.

Key Concepts and Vocabulary

Persuasive texts, schemata scaffolding

Supplementary Materials

Access to online article written by G. Gavilanes (2016). Persuasive Writing

Checklist.

PREPARATION

Have online article ready to be read on appropriate media forms.

Conduct mini-lesson, if needed, on computer or technology skills required to

fully access online article in slideshow format.

MOTIVATION/”SETTING THE SCENE”

Facilitate discussion on “natural wonders” found in their native countries.

Facilitate discussion on favorite U.S. celebrities and celebrities from their

native countries.

Facilitate discussion on what students think persuasive texts are like.

Students read the online authentic text selected by the teacher that contains

content, cultural, and formal schemata that is possibly new to the student.

Students can read individually or in pairs, depending on reading levels.

PRESENTATION

Conduct explicit vocabulary instruction on words in the text that are new to

the class. Instruction can take place in various forms such as teaching context

clue strategies - looking at text before and after an unknown word to try to

figure out meaning. Also teach what students can do if context does not give

enough information (ask a peer, teacher, internet, dictionary).

Introduce the concept of persuasive writing and facilitate discussion of what

makes a piece of writing persuasive.

PRACTICE/APPLICATION

At a later date, students bring to class a self selected persuasive text

from/about their native country.

Next, each person explains why they think their particular text is a good

example of a persuasive text, noting specific strengths they like and may try

to emulate in their own writing.

REVIEW and ASSESSMENT

Students utilize a Persuasive Writing Checklist to determine if teacher-

provided authentic text and their own culturally-specific persuasive text

have the markers of effective persuasive writing.

EXTENSION

Students have the opportunity to create their own informational persuasive

text, in a variety of media, based on something they are interested in.

References

Finn, H. B. (2010). Overcoming barriers: Adult refugee trauma survivors in a

Learning community. TESOL Quarterly, 586-596.

Gavilanes, Grace. (2016, August 26). 11 unreal national parks to visit in your

lifetime: Time to make room on your bucket list. People. Retrieved from

http://site.people.com/home/best-national-parks/your-end-of-summer-

vacation-is-right-here/

Herrera, S. G., Cabral, R. M., & Murry, K. G. (2013). Assessment accommodations for

classroom teachers of culturally and linguistically diverse students (2nd

ed.).

Boston, MA: Pearson.

Kendall, J., & Khoun, O. (2006). Writing sense: Integrated reading and writing lessons

for English language learners. Portland, ME: Stenhouse Publishers.

Larrotta, C., & Serrano, A. F. (2012). Pen pal writing: A holistic and socio-cultural

approach to adult English literacy. Journal of Adult Education, 41(1), 8-18.

Norton, B. (2013). Identity and language learning: Extending the conversation.

Bristol, England: Multilingual Matters.

Peirce, B. N. (1995). Social identity, investment, and language learning. TESOL

Quarterly, 9-31.

Sitler, H. C. (2009). Teaching with awareness: The hidden effects of trauma on

learning. The Clearing House: A Journal of Educational Strategies, Issues, and

Ideas, 82(3), 119-124.

van Rensburg, H. J., & Son, J. B. (2010). Improving English language and computer

literacy skills in an adult refugee program. International Journal of Pedagogies

and Learning, 6(1), 69-81.

Appendix 1

Your End of Summer Vacation Is Right Here

Have you ever seen a more tranquil setting? This view of Wilde Goose Island in

Glacier National Park in Montana is as soothing as a session of yoga, and it's just one

of thousands of gorgeous vistas cared for by our National Parks Service. The

organization, whose mission is to protect the country's most remarkable natural

environments, is celebrating its centennial this year. Join celebs like Bella Thorne,

Jared Leto, and Scott Eastwood (all of whom are exploring national parks) and wish

the NPS a happy 100th!

(story continues)

Yosemite National Park

Located in California, Yosemite National Park is home to 160 rare plants and is

known for its picture-perfect attractions like granite cliffs, waterfalls and clear

streams, just to name a few.

Death Valley National Park

Nestled on the border of California and Nevada, Death Valley National Park is as

diverse a location as it gets. It might be the driest place in North America but it's

Death Valley's range of offerings that keep tourists coming back — from a rare

"super bloom" of wildflowers (pictured) to salt-flats and sand dunes.

Redwood National Park

One look at the trees in Redwoods National Park (located in northern California)

will have you dreaming of The Jungle Book.

Mesa Verde National Park

What makes Mesa Verde National Park — created by President Theodore Roosevelt

in 1906 in Colorado — so memorable are its many remarkable cliff dwellings and

structures.

Cascades National Park

Well, this view — courtesy of Washington's North Cascades National Park — might

just be as breathtaking as Idris Elba's washboard abs and Chris Hemsworth's biceps

… combined.

Rocky Mountain National Park

Visit Rocky Mountain National Park in Colorado if what you're looking for is a

plethora of beautiful animals like elk, sheep and beaver. Despite also serving as a

home to black bears and coyotes, the park is a popular destination for camping and

hiking. 

Grand Canyon National Park

Something tells us if you google the word "majestic," you'll be met with an aerial

shot of the Grand Canyon.

Yellowstone National Park

Why should you make a trip out to Wyoming? For Yellowstone National Park, of course.

The landmark, which also covers parts of Montana and Idaho, is known for not only its

expansive wildlife but also for being the United States' first-ever national park — and,

some say, the first in the world.