 |
 |
300-Level Spanish Grammar & Composition (Writing-Intensive)
DEVELOPING WRITING FLUENCY IN A FOREIGN LANGUAGE
"One of my students told me that
finding the right words in Spanish is the true test of one's
understanding of the language. That's true. You can really show what
you know in Spanish or what you don't know in writing as opposed to
speaking. You can get away with lots in conversation using gestures.
But you really have to express yourself on paper and be able to
manipulate the language when you write."-- Linda Rudoy,
Instructor
"The more that you do in language,
the easier it is to understand the language. When I write in my
journal, I'm trying to write what I'm thinking. Once in a while one of
those grammar forms will pop into my writing and I'll say, "Oh,
look! I used it!" -- Student
COURSE GOALS
|
|
The primary goals of the course
are to help students improve their Spanish language proficiency
by increasing their knowledge of vocabulary and grammar. These
skills are applied in the writing assignments. Part of the
course helps students develop ways of getting helpful advice
from others through peer groups. In the process, the conscious
learning of vocabulary and grammar, and their application in
writing, will enhance students' listening and speaking
proficiencies. |
WRITING ACTIVITIES
|
|
1. 'DIARIO' (JOURNAL)
WRITING |
| Students freewrite
in Spanish a minimum of 300 words per journal entry each week. Diario
topics are determined by the students and can be about any
subject -- reactions to current events or class reading,
personal experiences, or ideas for compositions. Students are
asked to write quickly in the language without stopping to make
corrections. Journals are collected periodically, usually every
other week, and are not graded. The instructor reads each entry
and writes comments, reactions, or poses questions about the
entry. Students often answer her questions or respond to her
comments in another journal entry. |
|
PURPOSE: The use of
journals in a foreign language class serves a variety of
important learning and writing goals. Freewriting in the
language helps students develop writing fluency. Freed from the
constriction of using correct grammar, students overcome their
fears of the language and can take risks with the language. They
are more willing to experiment with vocabulary and grammar. |
"The journal was the one
writing activity which helped me to learn. I chose to write
daily, which greatly improved my Spanish writing abilities
because it forced me to think in Spanish."--Student
"I think in English, then in
Spanish. I know I should think in Spanish, but it's still
difficult. Sometimes the order of the words is reversed in
Spanish. That's why it's nice to write whatever we want to in
our journals. It makes it easier to think and write in
Spanish." --Student |
| Specific
grammar forms or phrases taught in textbook drills will surface
occasionally in their journal freewriting. The opportunity to
select their own topics allows them to write more meaningfully,
and in doing so, put more effort into applying their grammatical
and vocabulary skills. The journals also become an informal
meeting place between instructor and student where ideas are
exchanged freely; rapport is established. According to a
student, the journals are "almost like a dialogue we have
with one another." |
|
2. WRITING THE 'PULIDO'
(COMPOSITION) |
| A composition of
approximately 300 words is due every other week. Writing topics
emerge from the weekly reading assignments. Students may select
the topics suggested in the textbook or may write on a related
topic. In each composition, students must apply the vocabulary
and grammar highlighted in the reading and accompanying drills
at the end of the selection.
However, the grammar and
vocabulary are more often determined by the topics and contexts
students choose to write about. For example, a particular type
of narrative is better expressed in the subjunctive or an
expository piece should use the imperfect tense. Students may
also write in the present tense. |
"In the compositions we used
the grammar and vocabulary from each chapter. We could also give
our own opinions on the chapter readings. I learned how to use
certain expressions, when to conjugate verbs, and to be able to
write creatively in Spanish." --Student
"The fact that we can take
our drafts back, go to the instructor for extra help, revise it,
and get the highest possible grade is reassuring and comforting.
We can improve. Writing is not a one-time shot. She gives us the
chance to see our mistakes, to understand why we made them, and
make is the corrections. So if my paper is covered with comments
or indications for correction, then it makes me feel good that I
know what to do to make the paper better." --Student |
|
A typed draft of the composition
is due on Tuesday when students read their drafts to one or two
other students (the writing response groups are explained in the
"Related Activities" section below).
After the readings and peer feedback, students submit the drafts
to the instructor for her reading and written feedback.
The drafts are returned to
students with written comments and indications for grammar
correction. The "tabla para corregir las composiciones,"
a table of correction symbols, is given to students at the
beginning of the semester to facilitate correction. For example,
the instructor will indicate a writer's problem with "vf"
(verbo forma - verb form) or "est." (estructura -
structure). The instructor also addresses other writing problems
such as organization or support.
The drafts and final typed
versions are due on Thursday of the following week. After the
final copies have been commented upon and graded, the instructor
returns the final copies attached with the composition
evaluation criteria. At the beginning of the semester, students
are also given a writing rubric which
explains the criteria for composition evaluation. |
|
The criteria includes
descriptions of excellent to poor use of the following elements:
clarity of thesis, organization of support, appropriateness of
vocabulary, grammatical accuracy, and mechanics, including
accent marks. Each criterion is assigned a number of points so
that the total number of points for a composition ranges from
100 to 26 points.
A composition may be revised more
than once or until the student and instructor and satisfied with
the progress. |
|
PURPOSE: The assigned
reading in the text serves as a springboard for composition
topics. Although they are encouraged to use the grammar and
vocabulary in the lesson, students are responsible for applying
the most appropriate vocabulary and grammatical forms in their
writing. They discover that the use of correct forms is also
determined by the context and form of their writing. The
frequency of writing (and discussion in class and writing
groups) promotes language fluency. Students are given frequent
opportunities for feedback -- in their writing groups and on
each revision with the instructor's comments. |
|
A uniform table of correction symbols is
helpful to the instructor and students; everyone uses the same
terminology when discussing problem areas in the compositions.
However, the most helpful writing guideline for students is the
evaluation rubric. Students know from the very beginning of the
course how their papers will be read and evaluated by the
instructor. Nearly half of the evaluation focuses on the content
of the paper and the remaining half on the vocabulary and
grammar usage, which is the instructional base of the course. |
"I find the peer feedback
very helpful. Sometimes the other student is just as confused as
I am. So we look up the corrections together and try to figure
it out, trying to choose the correct way to say something. It
helps me recognize my own mistakes. I go back to my own paper
and see that I did something similar. The feedback also helps me
feel better about what I'm writing. The other students tell you
if it's good writing or not, or what could be done to improve a
story. The success of a peer group also depends on who you work
with. Students need to learn how to be tactful." --Student |
| Finally,
the fact that students may revise their drafts frequently (and
with the helpful advice from others) points to the importance of
revision. Students are allowed to take risks with their writing
because they can revise their drafts until the writers are
satisfied with their writing. Although the concern for better
grades is foremost in the minds of most students, they develop a
positive attitude regarding the appropriateness and correctness of
the written word. |
RELATED WRITING ACTIVITIES
1. PEER GROUP
RESPONSE TO THE 'BORRADOR' (FINAL DRAFT) |
|
Every other week, the students are
required to come to class with typed drafts, meet in informal
groups to read their composition drafts to one another, and to
receive feedback. In the beginning of the semester, the instructor
explains the "Elbow Response Techniques" which she
encourages students to practice in their small groups.
|
|
The writer reads his/her draft
aloud at least once to be followed by responses from the group.
Responders should point out specific words or phrases that caught
their attention, then summarize what seems to be the most
important idea or feeling communicated in the piece. If time
permits, responders may tell what happened to them as they heard
the words and show their perceptions of the piece by creating a
metaphor for it. Writers listen to the feedback or take notes.
They use the feedback to revise their drafts. |
|
In this Spanish class, the
instructor allows students to adapt the Elbow techniques according
to the needs of the writers. Students read their drafts aloud
while the group members listen, or if they are working in pairs,
students will read the draft together. Some students will read
through the entire draft once, and then re-read the draft, pausing
at particular phrases or sentences. Others exchange drafts which
they read silently, then students ask each other questions or
write comments and suggestions directly on the draft. |
|
PURPOSE: The purpose of
writing groups is best expressed in the course syllabus:
"Like any other writer, your instructor not only doesn't have
all the answers, she also has to go to others for advice. Part of
this course will focus on developing ways of getting helpful
advice from others. In the process, you will enhance your
listening and speaking proficiencies." Thus, frequent
participation in writing groups does help students develop a
variety of ways of getting helpful advice from their peers. |
|
Sometimes a skillful student writer
will explain a phrase or grammatical rule more effectively than
the instructor. Students will help one another solve grammatical
problems, or together they will look up information in the text.
Learning becomes a shared responsibility. In addition, students
are exposed to many more grammatical forms and vocabulary terms
used in context by listening to other students' writing. |
|
Frequently during the "borrador"
sessions, the instructor is free to move from group to group,
providing individual help. "Teachable moments" are
interspersed throughout writing group sessions -- the instructor
explains problems she sees that are common to the group and will
conduct "mini-lessons." Because the instruction is
directly relevant to a student's writing, application is immediate
and meaningful.
(Click here
for more information about peer feedback groups.) |
Professor Rudoy comments on her class (excerpts from an
interview):
In each composition we're working
on certain kinds of things and I may see improvement in those
areas. In their journals, what they've written in their
compositions they forget about in their journals, but in the
journals I find them writing more and more each time. The
quantity increases. They have much to say and once they get
going, they forget about how many words they've written. I think
they get excited when they start talking about something and
just write and write and write. The value of the journal is
getting to know the students. I think the students also become
more comfortable with me through the journals. I certainly feel
comfortable with them.
Students take risks with the new
grammar they're learning. One of the reasons why I keep giving
their compositions back for revision is that they can get a
hundred percent on them. I allow them to take risks because they
can rewrite them as many times as they want. I really think
students should be allowed to make all the corrections possible.
I'll underline what's wrong without telling them what's wrong.
They have to go through that process. And it doesn't take me
that long to reread. Certain things are obvious. It's very
important to give students the opportunity to rewrite, then they
will take risks. If I were a student, I would have liked the
opportunity to have a good, finished copy for myself and say --
"This is what I wrote and look at how wonderful it is! This
is exactly how I wanted to say it!"
The idea of writing groups in a
language class is great because non-native speakers don't know
everything about the language. They have problems with English
or don't know the corresponding forms in English, so it works
the other way around. I used to give a half hour for writing
groups, but most times I'll allow 45 minutes because I think the
time spent is valuable. I want them to focus on looking at each
other's paper. I think they learn a lot that way. It's also much
more interesting because they're sharing ideas.
The evaluation criteria sheet
helps me and helps students see where they are having problems.
I'll underline or highlight terms on the evaluation sheet, for
example "agreement" of there are a lot of those
mistakes so they can go back and look at them. Accents can be a
terrible problem. They can look at the sheet and say --
"aha! this is the area where I'm making most of my
mistakes." Hopefully it will ring a bell and make them work
harder. |
|
