writing project ortesol2009

JOURNAL WRITING IN MULTI-LEVEL ESL CLASSES. DOES IT MAKE A DIFFERENCE IN LANGUAGE ACQUISITION?

Diane Daudt and Indira BakshiLane Community College

History and Evolution of Use ofJournal Writing in Multilevel Classes at LCCMolly Williams Multi-level Curriculum GuideDialogue JournalsBusy work: strategy to deal with intake, testing and low literacy learnersMode of communication between teacher and studentAssessment strategy

History and Evolution continued

Students loved it!CorrectionsRewritesSpelling practiceVocabulary listsExtension activitiesClass evaluationsGoal settingInformal feedbackEvolved to become a core part of the curriculum

Reasons for JournalingBrainstorm: What are some reasons why teachers might use journals in their multi-level or other classes?

Some of the reasons we used bluebooksEasy transition for students who trickle in lateExtended set up time for busy teachers with tight set-up schedule.Keep advanced students busy while teacher gives focused literacy instruction to beginnersTopics set the schema for the following lessonTopics allow opportunity to use language learned in previous classesPre-assessment/Needs assessment.Assessment individual learningStudents love it!!!!

Whats in the literature?Described as a beneficial and useful instructional strategyExtended contact time with learners (Peyton, 2000)Management of classes with learners of varying language, ability, and interest levels (Peyton, 2000)Facilitation of language learning (Peyton, 2000)Assessment of learner needs and progress (Peyton, 2000)Community building (Kim, 2005 and Allen, T. 2000) Building rapport with students (Peyton, 2000)

Whats in the literature?

Dialogue journals as a means of communication between teacher and student in elementary ESL students (Staton and Kreeft, 1986)Improved writing skills in elementary ESL students (Chantalangsy and Moskalis, 2002) Positive effect on holistic writing in EFL classes (Song, 1998)Positive effect on overall language acquisition in other areas such as speaking in EFL classes (El-Koumy, 1998)Benefit the average student but may not substantially help the good students or the struggling students in college writing classes (Cisero, 2006)

About the Class: City of Springfield StatisticsGeneral Population of Springfield, OR: 55,641 (2005 estimate)

Ethnic Population of Springfield, ORCaucasian (86.7%)Hispanic (6.9%)Native American (3.2%)Other race (3.1%)Black (0.7%)

About the Class

Lane Community College Outreach classroom in Springfield, Oregon, housed at a local middle school.

Classes meets from 6:00-8:20 p.m. on Tuesday and Thursday Evenings.

Predominately Spanish-Speakers.

About the Class

Federal Levels range from Low Beginning to Advanced ESL.

CASAS Reading starts after Best Plus SPL 7 or above and vary from 201-235.

Varying educational levels, from no formal schooling to high school graduates.

Class StructureFirst 30 minutes journal writingTopic is posted or students do rewrite or spelling practiceWhole group activities 30-45 minutesDivide into small groups for level targeted instruction 60-75 minutes.

What we didBeginning and end of each term (~11 weeks) Fall 2008, Winter 2009 and Spring 2009. Scored bluebook writingBest Plus Raw Score: Oral proficiencyCASAS Reading Scores Attendance: >25 hoursCounted number of journal entries for each term!!

Writing RubricCASAS FWA?Made or own Variation of REEP Writing Score Grid(from Arlington Education and Employment Program)

Writing RubricContent/VocabularyOrganizationStructureMechanicsLength 0-4 points

Writing RubricCategorization was weighted to more accurately show language acquisition. Content/Vocabulary and Structure - 3 Length 2 Mechanics -1

Writing Rubric: Content/Vocabulary

0 no writing no comprehensible information1 Little comprehensible information may not address question limited word choice, repetitious2addresses part of the task (some butlittle substance) or copies from the model irrelevant information frequent vocabulary errors of function, choice, & usage with meaning obscured3 addresses at least part of the withsome substance limited vocabulary choice occasional vocabulary errors butmeaning not obscured4 addresses the task at some length begins to vary vocabulary choice occasional vocabulary errors butmeaning not obscued5 effectively addresses the task extensive amount of information varied vocabulary choice and usage although may have some errors6effectively addresses the task substantive amount of information varied and effective vocabularychoice and usage

Writing Rubric: Organization

0 no writing no comprehensible information1 Weak, incoherent2thought pattern can be difficultto follow, ideas not connected,not logical3limited in appropriate details insufficientamount of detail orirrelevant information trouble sequencing may indicate paragraphing4 uses details for support or illustration (reasons, contrasts), but development of ideas is inconsistent.Some ideas may be well developedwhile others are weak. indicates paragraphs5 can write a paragraph with main idea and supporting details attempts more than one paragraph and may exhibit rudimentary essay structure (into, body, conclusion)6 multi-paragraph with clear introduction, development of ideas. and conclusions ideas are connected(sequentially & logically) appropriate supporting details

Writing Rubric: Structure

0 no writing no comprehensible information1 serious and frequent grammatical errors, mostly fragments 2-3 phrases/simple patterned sentences2 frequent grammatical errors meaning obscured sentence structure repetitive(or copies from model)3 restricted to basic structural patterns (simple present, subject-verb), has some errors correct usage of adverbials (because clause) and (and/or/but) goes outside of model4 has some control of basic structures (simple present-past) attempts compound sentences (with and, or, but, so) some complex sentences (e.g. with, when, after, before, while, because, if) errors occasionally distract from meaning5 attempts a variety of structural patterns some errors uses correct verb tenses makes errors in complex structures (passive, conditional, pres. perfect)6 syntactic variety well-formed sentences few or no grammatical errors (verb tense markers, comparative and/or superlative)

Writing Rubric: Mechanics

0 no writing no comprehensible information1 lack of mechanics handwriting and/or spelling obscure meaning2 frequent errors inconsistent use of punctuation spelling may distract from meaning invented spelling3 some punctuation and capitalization though frequent errors occasional spelling errors that distract from meaning4 uses periods and capitals with some errors may use commas with compound and complex sentences mostly conventional spelling5 uses periods, commas, and capitals most conventional spelling6 appropriate mechanical and spelling conventions

Writing Rubric: Length

0 no writing no comprehensible information11-2 sentences23-5 sentences36-9 sentences410-15 sentenceson paragraph5One or two paragraphs6Three or more paragraphs.

Examples of writing: Beginner

Examples of writing: Intermediate

Examples of writing: Advanced

Examples of Writing: Advanced

Results

Average number of entries (all terms combined): Beginners: 13, n=24Intermediate: 11, n=37Advanced: 11, n=11All Groups Combined: 12, n=72Range: 3 entries-as many as 23 per termNegative gains were recorded as 0= if score went down that indicates no gain.

Results

ResultsWriting Rubric scores ranged from a low of 3 to a high of 63 points.Gains in writing ranged from negative numbers and zero= no gains to 12 pt. gains.Very small numbers= insignificant?Need more data ??Need to look at longer periods of time (more instructional time and more time to write in journals)

ResultsAverage Gains in Writing Rubric Scores over one term (~11 weeks, all three terms combined)Beginners: 1.9, n=23Intermediate: 4, n=33Advanced: 4.1, n=9

Results

ResultsLongitudinal Data:

Number of entries versus gains in certain areas such as length,

Results: Longitudinal Data:

Chart1

422433

1220

441424

2312

441437

2312

4490

3533

Roque

Patricia

Fall 2008 and Spring 2009

Sheet1

Initial Score Fall 2008Final Score Fall 2008Initial Score Winter 2008Final Score Winter 2009Initial Score Spring 2009Final Score Spring 2009

BEST PLUSAguirre, MaryNTNT438438438439

WRITING RUBRICNTNT33323737

BEST PLUSBatista, RosendoNTNTNTNTNTNT


BEST PLUSBazan, Cuahtemoc532550550NTNTNT

WRITING RUBRIC474647513641

BEST PLUSBonilla, DoraNTNT518583583NT


BEST PLUSCarlos, LlelilaNTNT430454NT454


BEST PLUSLopez, RomeoNT622NTNTNTNT

WRITING RUBRIC37484448NTNT

BEST PLUSMartinez, Maria382400350NTNTNT


BEST PLUSMontalvo, Nayeli434434434NTNTNT


BEST PLUSOrtiz, Israel439459NT428


BEST PLUSPerez, AdrianaNTNT450527527506


BEST PLUSRamirez, Jose LuisNTNT392348348329


BEST PLUSRazo, Eric488NTNTNTNTNT


BEST PLUSSanchez, Veronica439493493NTNTNT


BEST PLUSTadeo, Roque422441NTNT441449


BEST PLUSVargas, Patricia433424NTNT437NT

WRITING RUBRIC2012NTNT1233

BEST PLUSZamora, Fernando392413413NTNTNT


BEST PLUSZarate, IvonNTNT482482482489

35WRITING RUBRIC33363648

36

&Cstudents--2 or more termsSpringfield

Fall and Winter

03762248044048

382284003535026028

4343943439029035

439344593402442832

43942504849348047

392264131241313024

Fall BEST Initial

Fall Writing initial

Fall BEST Final

Fall Writing Final

Winter BEST Initial

Winter Writing Initial

Winter BEST Final

Winter Writing Final

FWS Data

532475504653047051036041

44835035036042042040

Fall BEST Initial

Fall Writing Initial

Fall BEST Final

Fall Writing Final

Winter BEST Initial


Winter BEST Final


Spring Best Intial

Spring Writing Intial

Spring BEST Final

Spring Writing Final

WInterSpring Data

43833438374383743937

040052044047

518475835258352053

430244542502545448

45024527255272650629

39219348243482432919

48233482364823648944

Winter BEST Initial

Winter Writing Initail

Winter BEST Final


Spring BEST Initial

Spring Writing Initial

Spring BEST Final


Longitude-Fall and Winter

0382434

372839

622400434

483539

03500

442629

000

482835

Romeo

Maria

Nayeli

Winter and Spring

43833438374383743937

040052044047

518475835258352053

Winter BEST Initial


Winter BEST Final


Spring BEST Initial


Spring BEST Final


Sheet2

FallFallFallFallWinterWinterWinterWinter

BESTWritingBESTWritingBESTWritingBESTWriting

InitialinitialFinalFinalInitialInitialFinalFinal

Romeo03762248044048

Maria382284003535026028

Nayeli4343943439029035

Israel439344593402442832

Veronica43942504849348047

Fernando392264131241313024

Winter and Spring

WinterWinterWinterWinterSpringSpringSpringSpring


InitialInitailFinalFinalInitialInitialFinalFinal

Mary43833438374383743937

Rosendo040052044047

Dora518475835258352053

Lelelila430244542502545448

Adriana45024527255272650629

Jose Luis39219348243482432919

Ivon48233482364823648944

Fall, Winter and Spring

FallFallFallFallWinterWinterWinterWinterSpringSpringSpringSpring

BESTWritingBESTWritingBESTWritingBESTWritingBestWritingBESTWriting

InitialInitialFinalFinalInitialInitialFinalFinalIntialIntialFinalFinal

Temo532475504653047051036041

Eric44835035036042042040

Fall and Spring Data

FallFallFallFallSpringSpringSpringSpring


InitialInitialFinalFinalInitialInitialFinalFinal

Roque42212441234412344935

Patricia433204241243712033

&C&"Verdana,Bold"&11Fall and Winter Data&"Verdana,Regular"&10

Sheet3

Sheet3

03762248044048

382284003535026028

4343943439029035

439344593402442832

43942504849348047

392264131241313024

Fall BEST Initial


Fall BEST Final

Fall Writing Final

Winter BEST Initial


Winter BEST Final



Chart1

43833438374383743937

040052044047

518475835258352053

Winter BEST Initial


Winter BEST Final


Spring BEST Initial


Spring BEST Final


Winter 2009 and Spring 2009

Sheet1




































36


Fall and Winter

03762248044048

382284003535026028

4343943439029035

439344593402442832

43942504849348047

392264131241313024

Fall BEST Initial


Fall BEST Final

Fall Writing Final

Winter BEST Initial


Winter BEST Final


FWS Data

532475504653047051036041

44835035036042042040

Fall BEST Initial


Fall BEST Final

Fall Writing Final

Winter BEST Initial


Winter BEST Final


Spring Best Intial


Spring BEST Final


WInterSpring Data

43833438374383743937

040052044047

518475835258352053

430244542502545448

45024527255272650629

39219348243482432919

48233482364823648944

Winter BEST Initial


Winter BEST Final


Spring BEST Initial


Spring BEST Final


Fall and Spring

422433

1220

441424

2312

441437

2312

4490

3533

Roque

Patricia


0382434

372839

622400434

483539

03500

442629

000

482835

Romeo

Maria

Nayeli

Sheet2




Romeo03762248044048

Maria382284003535026028

Nayeli4343943439029035

Israel439344593402442832

Veronica43942504849348047

Fernando392264131241313024

Winter and Spring




Mary43833438374383743937

Rosendo040052044047

Dora518475835258352053

Lelelila430244542502545448

Adriana45024527255272650629

Jose Luis39219348243482432919

Ivon48233482364823648944





Temo532475504653047051036041

Eric44835035036042042040





Roque42212441234412344935

Patricia433204241243712033


Sheet3

Sheet3

03762248044048

382284003535026028

4343943439029035

439344593402442832

43942504849348047

392264131241313024

Fall BEST Initial


Fall BEST Final

Fall Writing Final

Winter BEST Initial


Winter BEST Final



Chart1

03762248044048

382284003535026028

4343943439029035

439344593402442832

43942504849348047

392264131241313024

Fall BEST Initial


Fall BEST Final

Fall Writing Final

Winter BEST Initial


Winter BEST Final


Fall 2008 and Winter 2009

Sheet1




































36


FWS Data

532475504653047051036041

44835035036042042040

Fall BEST Initial


Fall BEST Final

Fall Writing Final

Winter BEST Initial


Winter BEST Final


Spring Best Intial


Spring BEST Final


WInterSpring Data

43833438374383743937

040052044047

518475835258352053

430244542502545448

45024527255272650629

39219348243482432919

48233482364823648944

Winter BEST Initial


Winter BEST Final


Spring BEST Initial


Spring BEST Final


Fall and Spring

422433

1220

441424

2312

441437

2312

4490

3533

Roque

Patricia


0382434

372839

622400434

483539

03500

442629

000

482835

Romeo

Maria

Nayeli

Winter and Spring

43833438374383743937

040052044047

518475835258352053

Winter BEST Initial


Winter BEST Final


Spring BEST Initial


Spring BEST Final


Sheet2




Romeo03762248044048

Maria382284003535026028

Nayeli4343943439029035

Israel439344593402442832

Veronica43942504849348047

Fernando392264131241313024

Winter and Spring




Mary43833438374383743937

Rosendo040052044047

Dora518475835258352053

Lelelila430244542502545448

Adriana45024527255272650629

Jose Luis39219348243482432919

Ivon48233482364823648944





Temo532475504653047051036041

Eric44835035036042042040





Roque42212441234412344935

Patricia433204241243712033


Sheet3

Sheet3

03762248044048

382284003535026028

4343943439029035

439344593402442832

43942504849348047

392264131241313024

Fall BEST Initial


Fall BEST Final

Fall Writing Final

Winter BEST Initial


Winter BEST Final



Chart1

532475504653047051036041

44835035036042042040

Fall BEST Initial


Fall BEST Final

Fall Writing Final

Winter BEST Initial


Winter BEST Final


Spring Best Intial


Spring BEST Final


Sheet1




































36


Fall and Winter

03762248044048

382284003535026028

4343943439029035

439344593402442832

43942504849348047

392264131241313024

Fall BEST Initial


Fall BEST Final

Fall Writing Final

Winter BEST Initial


Winter BEST Final


WInterSpring Data

43833438374383743937

040052044047

518475835258352053

430244542502545448

45024527255272650629

39219348243482432919

48233482364823648944

Winter BEST Initial


Winter BEST Final


Spring BEST Initial


Spring BEST Final


Fall and Spring

422433

1220

441424

2312

441437

2312

4490

3533

Roque

Patricia


0382434

372839

622400434

483539

03500

442629

000

482835

Romeo

Maria

Nayeli

Winter and Spring

43833438374383743937

040052044047

518475835258352053

Winter BEST Initial


Winter BEST Final


Spring BEST Initial


Spring BEST Final


Sheet2




Romeo03762248044048

Maria382284003535026028

Nayeli4343943439029035

Israel439344593402442832

Veronica43942504849348047

Fernando392264131241313024

Winter and Spring




Mary43833438374383743937

Rosendo040052044047

Dora518475835258352053

Lelelila430244542502545448

Adriana45024527255272650629

Jose Luis39219348243482432919

Ivon48233482364823648944





Temo532475504653047051036041

Eric44835035036042042040





Roque42212441234412344935

Patricia433204241243712033


Sheet3

Sheet3

03762248044048

382284003535026028

4343943439029035

439344593402442832

43942504849348047

392264131241313024

Fall BEST Initial


Fall BEST Final

Fall Writing Final

Winter BEST Initial


Winter BEST Final


Results: Writing Rubric CategoriesAll students all terms combined (~11 weeks)

Rubric CategoryVocabularyOrganizationStructureMechanicsLengthAverage Gain In Writing1.7.62.0.8.9N=7272727272RangeNo gain -9No gain-3No gain-9No gain -4No gain-4

Implications/DiscussionHow will the results affect the way we teach?

ReferencesAl-Koumy, Abdel Salam A. (2000). Effects of overall, selective, and no error correction on the quality and quantity of EFL students writing. Retrieved November 19, 2009.______. (1998) Effect of dialog journal writing on EPL students speaking skill. Retrieved November 19, 2009.Cisero, Cheryl A., Does reflective journal writing improve course performance? College Teaching, Vol. 54No. 2, Heldref Publishing.Kallio, Karen A., ed. (2008) Research Starters Education: Teaching reading and writing. Research Starters. Great Neck Publishing. Retrieved November 19, 2009, from Ebsco Publishing, Inc. Kim, Jungkang, (2005) A community within the classroom: Dialogue journal writing of adult ESL lccearners. Adult Basic Education, Vo. 15, No. 1, 21 32. Retrieved November 19, 2009.

ReferencesLudwig, Susan, (2008). English as a Second Language for adults. Research Starters Education. Great Neck Publishing. Retrieved November 19, 2009, from Ebsco Publishing, Inc.Peyton, Joy Kreeft, (1997). Dialogue journals: Interactive writing to develop language and literacy.Emergency Librarian,24(5),46-47+. Retrieved November 19, 2009, from Research Library. (Document ID:12343915).______., & Reed, L. (1990). Dialogue journal writing with nonnative English speakers: A handbook for teachers. Alexandria, VA: Teachers of English to Speakers of Other Languages._______., & Staton, J. (Eds.). (1996). Writing our lives: Reflections on dialogue journal writing with adults learning English. Washington, DC and McHenry, IL: Center for Applied Linguistics and Delta Systems. Song, Minjong (1998) Experimental study of the effect of controlled vs. free writing quality and writing apprehension of EFL college students. Retrieved November 19, 2009.

Introduce ourselves and pose the question.*Indy-History and evoluntun Use of journal writing in multi-level classrooms at LCC. Dial*Indy-one thing led to another, then Diane started teaching in outreach and the bluebooks/journals took on more and more roles.*Diane call on participants Indy type in or write on bb on Audience*There are many other more specific reasons why we use journals. They allow for students who trickle in late an easy transition, extend set up time for busy teachers with tight schedules or can be a way to keep advanced students busy while teacher gives focused literacy instruction to beginners. Journal topics set the schema for the following lesson or allow opportunity to use language learned in previous classes. Its a way to assess knowledge on a topic before topic is addressed or journals can be used to assess individual learning, which is often difficult in a large multi-level class. Finally and perhaps most importantly, students love it and almost always ask for more journal time, insist they write in journals when its not in the plan that day and beg for corrections! This gives students individual feedback from the instructor. *Indy?Diane?

a large body of research and scholarly articles have described journal writing as a beneficial and useful instructional strategy. Among the reasons described in the literature are extended contact time with learners, management of classes with learners of varying language, ability, and interest levels, facilitation of language learning, assessment of learner needs and progress, (Peyton, 2000) community building, (Kim, 2005), and building rapport with students. *Indy?Diane?

a large body of research and scholarly articles have described journal writing as a beneficial and useful instructional strategy. Among the reasons described in the literature are extended contact time with learners, management of classes with learners of varying language, ability, and interest levels, facilitation of language learning, assessment of learner needs and progress, (Peyton, 2000) community building, (Kim, 2005), and building rapport with students. **Diane: This is statistical information for the city of Springfield. Most of our students come from the Springfield area and their children are in Springfield school.*Diane: The SPL levels are determined using BEST Plus testing.*Diane: The SPL levels are determined using BEST Plus testing.Indy*Indy---grueling!!!!*DIane*Diane*Indy*Indy Quickly highlight : pass out handout*Diane*Indy*Indy*Indy:

Negative gain = no gain and was brought to zero*Decided to plot the data anyway!!!*Decided to plot the data anyway!!!*Diane. Discussion? With audience*

writing project ortesol2009

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