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PRTES L-GRAM
L-GRAM !
AUGUST, 2013
The ofcial publication of the Puerto Rico Teachers of English to Speakers of Other Languages
Vol. 39 August 2013
Tesol presidents at the Convention: (l-r) Christine Coombe, Past TESOL President; Deena Boraie, TESOL President-Elect; Estella Marquez, PRTESOL President; Suzanne Panferov, TESOL 2012-2013 President
Table
of
Contents
Prof.
Estella
Marquez
2013
PRTESOL
President....................
3
Editors
Corner:
................................................4
The
Wri:ng
Process
as
Depicted
through
the
Discussion
of
Culturally
Relevant
Issues
Manuel
Hernandez
Carmona......................
5-10
Puerto
Rico
TESOL
and
NABE:
A
Possible
Alliance
Josu
Alejandro
&
Naomi
Vega
...........................
11
! PUERTORICOTESOL.ORG !
Olenas Tip For Crea:ve Assignments ............... 12 Calendar of Events ............................................. 14 40th Annual Conven:on................................15-24 All I really need to know..................................... 25 Academic Literacy Angel M. Arzn Santaella ............................... 27-31 Nobel Prize Acceptance Speech by William Faulkner .............................................................. 32 Awards and Scholarship Opportuni:es for 2013.................................. 33-34 ! 1PAGE
PRTES
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AUGUST, 2013
Puerto
Rico
Teachers
to
Speakers
of
Other
Languages
(PRTESOL)
is
ready
for
the
2013-2014
school
year.
Whether
you
teach
Pre-k
to
Post- Grad,
we
have
resources
to
help
language
arts
teachers.
Our
goal
is
to
support
English
professionals
and
focus
on
improving
the
teaching
of
English
in
Puerto
Rico.
Six
regional
chapters
organize
several
conferences
and
acLviLes
throughout
the
year
(see
page
14)
leading
up
to
our
annual
convenLon
that
takes
place
on
November
1
-
2
(see
pages
16
-
25). All
of
these
professional
development
acLviLes
allow
teachers
to
be
up-to-date
with
the
current
trends
in
the
teaching
of
English,
to
share
knowledge
and
experiences,
and
to
network
with
other
professionals
in
the
eld.
Join
PRTESOL.
! PUERTORICOTESOL.ORG ! ! 2PAGE
PRTES
L-GRAM
AUGUST, 2013
PRTES
L-GRAM
AUGUST, 2013
ED
August
C is
Back
to
O ITO R School
Sme,
N R ER S w h i c h
m e a n s
r e a s s i g n m e n t s ,
decoraSng
classrooms,
new
textbooks,
geong
together
with
collegues
and
geong
to
know
new
ones.
As
we
look
forward
to
the
new
academic
year,
PRTESOL
invites
each
of
our
readers
to
take
advantage
of
the
various
professional
development
acSviSes
scheduled
for
this
semester.
(page
14).
Many
are
geong
ready
to
a[end
this
year`s
convenSon.
To
help
you
prepare,
see
the
special
secSon
on
the
convenSon
(pp.
15-24)
which
has
our
keynote
speakers
and
a
preliminary
list
of
presenters.
Also
we
have
some
great
arScles
lined
up
in
this
issue.
Dont
miss
Olena
Saciuks
creaSve
wriSng
Sp.
Prof.
Angel
Marzan
shares
his
views
and
approaches
to
academic
literacy.
Prof.
Manuel
Hernandez
describes
the
wriSng
process
and
provides
a
few
student
examples.
Have
a
great
school
year.
Metro Chapter - Rosa Emma Mejias Northern Chapter - Vacant Western Chapter - Elizabeth Jimenez Southern Chapter - Miguel Marcano Eastern Chapter - Helvia Guzmn Central Chapter - Vivian Rivera Maysonet
www.facebook.com/prtesol twi\er@puertoricotesol
PUERTORICOTESOL.ORG !
PRTES
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AUGUST, 2013
engage students and provoke discussion and spark student interest at the same Sme. As an English as a Second Language teacher, I taught Romeo and Juliet to a group of high level Hispanic/LaSno students at James Monroe High By Manuel Hernandez Carmona School in the Bronx, New York from 1988 to 1991. I Professor at the University of Phoenix could not understand the students lack of personal Campus interest in the classic. As much as I prepared them for the literary event, they could not make the As professor of basic and advanced wriSng connecSon between their American immigrant courses at the University of Phoenix Puerto Rico experience, and the star-crossed lovers depicted Campus, I have had the privilege and challenge to in the tragedy. encourage my students to take their wriSng skills to In the English classroom, textbooks from further levels of success. These last two teaching K-12th grade are generally lled with characters, cycles (February-April 2013), I taught COM/170 and seongs and situaSons that are distant from its conSnuaSon COM/172. The rst course students everyday experience. How can students addresses crucial elements interact with their wriSng when necessary for eecSve academic their choices of literature are far wriSng in college. The course away from their day-to-day How can students b e g i n s w i t h e m p h a s i s o n reality? When students construct p r e w r i S n g s t r a t e g i e s a n d interact with their m e a n i n g f ro m a p e rs o n a l escalates to draling and revising standpoint, their engagement wriEng when their essays. In addiSon, the course with reading develops smoothly, includes skill development at the choices of literature and academic success is just a sentence and paragraph level. Its step away. Even in basic and c o n S n u a S o n , C O M / 1 7 2 are far away from their intermediate English courses in c o n s t r u c t s u p o n t h e c o l l e g e s a n d u n i v e r s i S e s , day-to-day reality? fundamentals established in professors select literature that COM/170. It addresses the in most cases is relevant to their numerous rhetorical modes necessary for eecSve own parScular interests rather than making college essays: narraSon, illustraSon, descripSon, periodical assessments to determine what topics process analysis, classicaSon, deniSon, are of interest to students. comparison and contrast, cause and eect, and In Com/170 and 172, students became argumentaSon. In addiSon, requirements for interested in discussing the personal and research essays, including the use of outside professional topics revolving around their present sources and appropriate formaong , are experiences at Phoenix. We integrated issues that considered. were both personally and culturally relevant to This is not the rst Sme that I teach these them as students and human beings. I intertwined courses, but this Sme I had a disSnct group of the required classroom readings with current issues students that were willing to take their skills of discussion like: bullying, domesSc violence, learned and developed to further academic immigraSon issues, the percepSon of violence in heights. From the very beginning of my teaching movies and video games, consumerism, gay and experience at Phoenix, I have integrated the lesbian issues and other day to day issues that discussion of culturally relevant issues that can directly and/or directly aected them as ciSzens of the Island of Enchantment. Because they selected
The Wri:ng Process as Professors Depicted through the Corner Discussion of Culturally Relevant Issues
PUERTORICOTESOL.ORG !
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AUGUST, 2013 When a person needs mental treatment due to bullying, it is important that the young person discusses the bullying situaSon with the Psychologist or with an adult he or she trusts. This person needs to report the situaSon to the school or to an authorized person on the seong in which the bullying is occurring. This is the most dicult part because bullying usually makes people feel guilty or even responsible for being bullied. To the vicSm, it is really hard to tell others that he or she is being bullied, because they might feel ashamed, and they may feel that they are blabbermouths and that the vicSm aggressor will bully them more harshly along with others. StaSsScs obtained from an Internet site, bullyingprogram.weebly.com, indicate that 1 out of 5 kids admit to being a bully or doing some bullying and only 58% of the vicSms have told their parents or an adult about something mean or hurxul that has been said to him or her by bullying. Playground staSsScs say that every 7 minutes a child is bullied, adult intervenSon 4%, peer intervenSon 11%, and no intervenSon 85%. In Puerto Rico, bullying is a topic that has really taken the front row of our discussions lately. Facebook has catapulted the discussion. A recent incident in a school was viewed by dozens of thousands with a developing criminal accusaSon of a young girl who beat up another young girl to the delight of others who enjoyed the beaSng without intervening. Bullying is a phenomenon that aects all social classes in society. StaSsScs obtained from an Internet site, bullyingprogram.weebly.com, indicate that approximately 1 out of 4 teens are bullied; as many as 160,000 students stay home on any given day because they are afraid of being bullied. In 2010, a child under 18 was held in the unit of Pediatric Intensive Hospital aler being beaten by four six-graders in Trujillo Alto. Dr. Yanes Ramos provides mental treatment to approximately 12 paSents due to bullying. She indicated that based on her experience a bully needs dire a[enSon because they do not have empathy and enjoy inicSng pain and suering. She also
their own topics for the nal essay, the outcome was truly rewarding for me as a professor of wriSng. I selected three of the essays that really provoked my personal interest in doing more research on all three subjects discussed. Here are the essays of Telizmary Pinales, Rose M. Rivera and Jan-Urban Johansson. EFFECTS OF BULLYING IN YOUNG PEOPLE Telizmary Pinales Roussel Psychologists and studies indicate that bullying has emoSonal and physical consequences in young people. Bullying, according to the Encyclopedia, ...is the use of force or coercion to abuse or inSmidate others. Bullying consists of three basic types of abuse: emoSonal, verbal and physical. Certain pa[erns of behavior that you can idenSfy as bullying occur when a group and/or individual at school does not want to talk with a boy or girl because he or she is fat, tall, slim, or any other physical characterisSc and according to that group represents a dierence to them. The emoSonal and physical consequences vary from case to case but in some cases are devastaSng. A clinical Psychologist, Dr. Esther Yanes Ramos with nine years of experience with young and adult people indicates that bullying is an unwanted behavior from others that makes them feel uncomfortable with themselves. According to this Psychologist, bullying involves, among other things, name calling, social isolaSon, cyber- bullying and racist bullying. As demonstrated in studies, bullying is linked to many negaSve outcomes including impacts on mental health, substance use, and suicide. Dr Yanes Ramos indicated that bullying aects young people and impacts their emoSonal state, and it also involves changes in behavior. According to an Internet site, stopbullying.gov, kids who are bullied can experience depression and anxiety, increased feelings of sadness and loneliness, changes in sleep and eaSng pa[erns, and loss of interest in acSviSes they used to enjoy Due to these behaviors, usually the parents and family seek mental treatment.
PUERTORICOTESOL.ORG !
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AUGUST, 2013
expressed that vicSms of bullying are people with lack of asserSveness, people with overprotecSve parents or lack of family support. For these psychologists, it is important that school and parents intervene in bullying cases to prevent suicides. SomeSmes vicSms of bullying think that suicide is the only acSon that can help them stop the bullying. Due to the consequences of bullying, dierent laws and regulaSons are being approved to stop this pa[ern. Schools need to educate students about bullying as a prevenSve measure. As seen through this essay, bullying has emoSonal, physical and other eects in young people. Family and friends, and any other relaSves need to work together with the vicSm to miSgate the impact that produces these behaviors in the vicSms. Bullying is something that we as a society need to eradicate. The most important thing that we can do to stop bullying is to educate our children and create awareness in the early stages of child growth and development. Annotated Bibliography Bullying Sta=s=cs ( 2013) Retrieved from:
Verbal Abuses Vs Physical Abuses: Abuse is S=ll Abuse Whether it Comes from your Fists of Your Mouth (2013). Retrieved from: hUp://voices.yahoo.com/verbal-abuses-vs- physical-abuses-abuse-s:ll- abuse-1550097.html?cat=72 This arScle provides informaSon about physical and verbal abuses and explain about studies related to these concepts
h\p://bullyingprogram.weebly.com/bullying
Mental
Abuse
Vs.
Physical
Abuse:
What
Leaves
Worse
Scars?
(2013).
Retrieved
from: hUp://voices.yahoo.com/mental-abuse-vs- physical-abuse-worse-scars-7265934.html
This
arScle
provides
informaSon
and
comparison
of
physical
and
mental
abuse. Online
Learning
System
University
of
Phoenix
(2013)
Retrieved
from:
/ehost
Web.ebscohost.com.ezproxy.apollolibrary.com
Angie@AngieHerbers.com
Rose Rivera DomesSc violence is rampant throughout society. It is the type of violence that conSnues to touch the lives of men and women in the twenty- rst century. In 1989, Puerto Rico became a pioneer in LaSn America and the Caribbean with a comprehensive law to protect women and girls against domesSc violence. In March 2011, the Puerto Rico Supreme Court ruled that a vicSm of domesSc violence is protected under the law only within a relaSonship between a man and a woman. What about violence against the elderly, children or same-sex couples? Can educaSon be a factor in teaching children to recognize the signs of violence in their homes or to themselves? Cultural and tradiSonal patriarchal family upbringing in Puerto Rico may be the catalyst for domesSc violence between men and women. Should family dynamics forego tradiSonal and moralisSc upbringing that foster female dependency and perceived male enStlement? These are just a few of the quesSons that need to be addressed and understood by the populaSon in Puerto Rico. In 1989, the United NaSons released a report on Violence Against Women in the Family resulSng in a shil in the internaSonal legal landscape (Roure, 2011). The report went on to state that domesSc violence happens in almost every country; it is the cause of serious health problems as well as a human rights issue. In 1993, 7
PUERTORICOTESOL.ORG !
PRTES
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AUGUST, 2013 Puerto Rico is a patriarchal society where tradiSonal male roles are entrenched in the lives and in all ma[ers of the family and societal values. The tradiSonal male sense of patrimony and enStlement conSnues to be preached as gospel and as part of the childrearing experiences in many families in Puerto Rico. The Puerto Rican families need to do away with prejudices about what families must look like and what women and men should do (h[p://www.hrw.org/news/ August 4, 2011/step-backward-puerto-rican- women). An in-depth study made by New America FoundaSon reported in 2011, 58.5% of all college enrollments in total for Puerto Rico were female. Simply stated, more women than men are a[ending universiSes and compleSng their educaSon (h[p://febp.newamerica.net/highered/ PR). It is sSll not enough for women to be nancially independent and educated for the incidence of domesSc violence to drop although these are necessary condiSons to achieve this goal. The Puerto Rico Bureau of Labor StaSsScs reported that women consStuted almost 42.69% of the labor force in Puerto Rico as of August 3, 2012, (h[p://ycharts.com/indicators/ puerto_rico_female_labor_force). For all these advancements in educaSon and employment by women, domesSc violence has not abated. It may have encouraged males to act out against smarter women with higher earning power. Newspapers and the media conSnue to report domesSc violence crimes and unless the tradiSonal views as male dominaSon and, childrearing techniques conSnue as they have been, domesSc violence crimes and deaths will conSnue unabated. DomesSc violence in Puerto Rico is a cry for help by women and men both the abuser and the abused. It is the type of violence that conSnues to touch the lives of men and women today. Although there may be an abundance of support groups and informaSon, our society conSnues to suer from this malady. We must move away from a patriarchal society where men are sSll the primary breadwinners and heads of households.
the World Conference on Human Rights held in Vienna stated that the issue of domesSc violence against women was seriously discussed and debated among the naSons in parScipaSon (Roure, 2011). In 1994 the UN General Assembly approved the DeclaraSon on the EliminaSon of Violence Against Women (Roure, 2011). With the excepSon of one country the United States all parScipaSng naSons raSed the resoluSon. Although in 1980 the United States did sign to be bound and in good faith uphold this treaty it has yet to be raSed at present. Puerto Rico as a territory of the United States has been aected by this, as Puerto Rico does not possess the sovereignty to become a signatory to internaSonal convenSons (Roure, 2011). DomesSc violence is not limited to heterosexual partners. Same-sex partners suer the same type of abuse generally known as inSmate partner violence. This type of violence is underreported as the courts and law enforcement agencies view these types of crimes with less a[enSon than that of heterosexual partners legally married or not. The American Civil LiberSes Union wrote a report in June 2012 called Island of Impunity, Puerto Ricos Outlaw Police Force in which brought to the forefront the lack of policing in domesSc violence cases and systemaSc failure to protect women and girls from abusive partners and ex-partners. Failure to protect women under the court order Law 54, even when the abuser violates the order of protecSon repeatedly, has undermined the vicSms condence in reporSng domesSc violence to the police in the rst place ( h [ p : / / w w w. a c l u . o r g / l e s /a s s e t s / islandompunity_execuSvesummary_english_0.pd f). Law 54 gives the woman the right to have any man arrested for spousal abuse but it has also been used by some women as a means to an end such as unfair advantage in civil court in cases of d i v o r c e (h[p:// puertoricanconservaSve.wordpress.com/April 4, 2011/law-54-the-most-abused-law-in-pr-pr- conservaSve/).
PUERTORICOTESOL.ORG !
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AUGUST, 2013 immigraSon shiled to Midwest states of Kansas, and Nebraska. The immigrants of the rst two waves arrived in larger groups or enSre families seeking for cheap farmland and became agriculturalists. A shil took place at the end of 19th century and beginning of the 20th century there the majority of the immigrants headed to urban areas on West and East coast, (San Francisco, Sea[le, and New York City). Nevertheless, sSll a major concentraSon went to Chicago; those immigrants where young, healthy and mainly single (Blanck, 2009). In addiSon to railroad builder, James J. Hill, once said, Give me Swedes, snu and whiskey, and I'll build a railroad right through hell! Rehnquist (2002, p. 25). The Swedish-American Lutheran Churches took and acSve part of the formaSon of Schools and even InsStuSons of higher educaSon. As stated by Blanck, (2009) Augustana College in Rock Island, Illinois; Bethany College in Lindsborg, Kansas; Bethel College in St. Paul, Minnesota; California Lutheran University in Thousand Oaks, California; Gustavus Adolphus College in St. Peter, Minnesota, and North Park University in Chicago (para. 4). Maybe the rst famous Swedish-American was John Ericsson, an engineer that designed the rst ironclad warship, born in Vrmland in 1803 and came to New York in 1839. Ericsson was a ship builder who invented the ship propeller and designed the Monitor, which was involved in the famous ba[le with the Merrimac during the Civil War as said by Rehnquist, (2002, p. 24). Probably the most famous Swedish-American is the aviator Charles Lindbergh, Jr., who made the rst solo nonstop ight across the AtlanSc Ocean from Long Island to Paris in 1927. Besides Charles Lindberg, another aviator and astronaut Edwin "Buzz" Aldrin, Jr., the second man on the moon in 1969 is also of Swedish ancestry; his grandfathers immigrated in 1892 to Worcester, Massachuse[s. His father Edwin Eugene Aldrin, Sr., may stand on his own right as an Air Force colonel and a founder of the Air Force InsStute of Technology, stated by (Swedish Emigrant InsStute, n.d). Moreover, there are Noble Prize winners such as Glenn Seaborg, for Chemistry in 1951 9
Our children need to be taught tolerance and respect for others by both parents. TradiSonal family values and role models are not just for heterosexual marriages, but for all families. References Internet (h[p://www.aclu.org/les/assets/ islandompunity_execuSvesummary_english_0.pdf h[p://ceajournal.metro.inter.edu/fall09/ ruizmercadoyrivera0502.pdf h[p://febp.newamerica.net/higher-ed/PR h[p://www.hrw.org/news/2011/08/04/step- backward-puerto-rican-women (h[p://puertoricanconservaSve.wordpress.com/ 2011/04/04/law-54-the-most-abused-law-in- pr-pr-conservaSve/). h[p://ycharts.com/indicators/ puerto_rico_female_labor_force Journal Roure, J. G. (2011). Gender jus=ce in puerto rico: domes=c violence, legal reform, and the use of interna=onal human rights principles. Human Rights Quarterly 33 , 790-825. Johns Hopkins University Press.
Jan Urban S. Johansson The Swedish mass immigraSon of about one million persons between 1840 and 1930 made a signicant inuence on the American life and culture. Although most immigrants originated from rural communiSes with no higher educaSon, seeking employment on farms, mines, railroad construcSons, and in the factories a number of second and third generaSon Swedish-Americans succeeded and became producSve and even well- known ciSzens of the United States. IniSal wave of immigrants in 1840s and 1850s headed to rural areas of Illinois, Iowa, Minnesota, and Wisconsin but in 1860s to 1880s
PUERTORICOTESOL.ORG !
PRTES
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AUGUST, 2013 the
21st
Century
and
some
reached
top
posiSons
and
have
been
recognized
in
business,
culture,
science,
and
jusSce.
References
Blanck,
D.
(2009).
Immigra=on
to
North
America.
Retrieved
from
Augustana
College
website:
Library
of
Congress,
(2013).
Immigra=on
Scandinavia,
Retrieved
from
website:
h]p://
www.loc.gov/teachers/classroommaterials/ presentaLonsandacLviLes/presentaLons/ immigraLon/scandinavian2.html h]p://www.augustana.edu/x14897.xml
involved in the discovery of at least nine elements, including plutonium, and even had an element named aler himSeaborgium as stated by (Library of Congress, 2013) and Carl David Anderson, for Physics in 1936. Some have reached important posiSons as State Governors, Congress representaSves, Senators, and even two Chief JusSces out of 17th to date; Earl Warren, son to Norwegian Father and Swedish mother, and William Rehnquist. Furthermore, numbers of prominent businessmen are to be found for instance; Eric Wickman, who was born in Varnhus in 1887, founded the Greyhound CorporaSon. CurSs L. Carlson, established Carlson Companies, Charles R. Walgreen started his rst pharmacy 1901, and John Nordstrom co-founder of the Nordstrom department store chain. Finally descendants of immigrant Swedes made disSnguished careers in the arts and literature as well, e.g., The poet, and author Carl Sandburg, the son of Swedish immigrants, became one of the most-read poets in United States, and was named the Poet Laureate of Chicago according to (Library of Congress, 2013). The Swedish immigrant Claes Oldenburg considered as a pioneer of the Pop Art movement among famous actresses such as Greta Garbo, Susan Hayward, and Gloria Swanson, born Gloria May Josephine Svensson. In conclusion most Swedish immigrants never became famous, although the Swedish mass immigraSon between 1840 and 1930 made a signicant inuence on the American life and culture. This was achieved through immigrants possessing a high level of literacy, sharing a common linguisSc base, religious, and social heritage that made assimilaSon easy. The Swedish- Americans engaged in the community life, including social or poliScal acSvism and embraced educaSon for their children to advance; moreover, the Swedish American churches founded most of these schools in addiSon to insStuSons of higher educaSon. The Swedish immigrants and their decedents have contributed a great deal to the advancement of the United States of America in PUERTORICOTESOL.ORG !
Rehnquist,
W.
H.
(2002).
ReecSons
on
swedish
emigraSon
to
the
united
states.
Scandinavian
Review,
89,
21-25.
Retrieved
from
h]p://search.proquest.com/docview/ Utvandrarnas
Hus
-
The
Swedish
Emigrant
InsStute,
Retrieved
from
website:
h]p:// www.utvandrarnashus.se/
Type to enter text 205075020?accounLd=35812
10
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AUGUST, 2013 the NABE ConvenSon very much and we made some important connecSons for the future. We believe that we should seriously consider making an alliance with NABE, and begin a discussion of bilingual educaSon and bilingualism in our organizaSon. Aler all, the goal of English educators in Puerto Rico is to create bilingual individuals.
Dr. Josue Alejandro, 2011 Past President Dr. Naomi Vega Nieves, Puerto Rico TESOL Board member In the summer of 2011, some of the ExecuSve Board members and the execuSve director, SanSago Woods of The NaSonal AssociaSon for Bilingual EducaSon (NABE) invited us, 2011 President of Puerto Rico TESOL and a Board member to a meeSng. They wanted to discuss the possibility of reacSvaSng the Puerto Rico aliate of NABE-PRABE in partnership with Puerto Rico TESOL. PRABE had ceased to exist in 1994 aler more than 20 years. We invited them to present at the 2011 PRTESOL ConvenSon on the topic of bilingualism. The conversaSon conSnued about reacSvaSng PRABE. Then in December 2012, they invited Estella Marquez, 2013 PRTESOL President to a[end the NABE ConvenSon that would be held in February 2013, to conSnue the discussion of an alliance between PRTESOL and NABE. Estella Marquez could not a[end on those dates, so she asked if we would be able to represent the organizaSon since we had been involved in the iniSal discussions. On February 7-9, we a[ended the NABE conference in Orlando, Florida. We were received with great hospitality and enthusiasm. We had several meeSngs with the NABE Board of Directors to conSnue the discussion of reacSvaSng PRABE, and we also discussed the possibility of a NABE Summer InsStute on Bilingual EducaSon in San Juan. We discussed the pros and cons of such an event considering the post electoral results, new faces in government posiSons, and a new Secretary of EducaSon that sSll had to be conrmed. The experience at the NABE convenSon was enriching and enlightening. We encountered other Puerto Rican bilingual educators with whom we socialized and networked. We enjoyed that part of
PUERTORICOTESOL.ORG !
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AUGUST, 2013 THIS SAME EXERCISE CAN BE USED AFTER THEY READ A BOOK AND HAVE ONE CHARACTER WRITE TO ANOTHER. It involves art, wriSng by hand, using/ looking up adjecSves in a THESAURUS, and how to write a REAL address. SAMPLE: Side for wriSng. Students real name (so you know if you want to grade it): Jenelle Rivera Hiya! This is a real neat place. It was a scream when my Dad came looking like a lobster with a white belly bu[on! He forgot to use sunscreen! I met this dude on the beach, and he showed me how to water ski. OR Hiya Jack! Sorry I couldnt text. The folks hollered we needed nature not texting. Im glad youre not here to see how my face freaked out from nature! So, Im writing. This might seriously cripple my hand! Side 2 Picture of place (drawn, or photo, or picture from Internet, or your smart phone) Stamp
Rhonda Serrano (or your guys name) Urb. Santos Calle 45, B3 Yauco, 00689 (Call Post Oce to get correct Zip Code for your friends town)
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AUGUST, 2013
PRTESOL Eastern Chapter Conference 2013 Facing Challenges: Great Ideas for the New School Year!
Saturday, August 24, from 8:00 am to 12 noon Workshop: Techniques for Writing, Prof. Ilsa Lpez Workshop: It's not what you teach, but how you teach it Prof. Martha Pabelln, UPR-Carolina
Registration Fee $10.00 Breakfast and lunch
Call: Helvia Guzmn: (787) 608-4263 or email hguzman60@hotmail.com
Register today!
PUERTORICOTESOL.ORG !
13
PRTES
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AUGUST, 2013
2013
Calendar
Dont
miss
these
Chapter
Conferences
August
24
Theme:
Facing
Challenges:
Great
Ideas
for
the
New
School
Year!
Ins:tuto
de
Banca,
Fajardo
Email:
hguzman60@hotmail.com
Quotes
The
best
and
the
most
beauSful
things
in
life
cannot
be
seen
or
even
touched...they
must
be
felt
with
the
heart. Hellen
Keller Love
has
a
hem
to
her
garment that
reaches
the
very
dust. It
sweeps
the
streets
and
lanes,
And
because
it
can,
it
must. Mother
Teresa I
am
only
one,
but
I
am
one. I
cannot
do
everything,
but
I
can
do
something. What
I
can
do,
I
should
do
and, With
the
help
of
God,
I
will
do! EvereU
Hale "
The
mediocre
teacher
tells.
The
good
teacher
explains.
The
superior
teacher
demonstrates.
The
great
teacher
inspires."
William
Arthur
Ward The
greatest
danger
for
most
of
us
is
not
that
our
aim
is
too
high
and
we
miss
it,
but
that
it
is
too
low
and
we
reach
it.
Michelangelo
We
must
view
young
people
not
as
empty
bo[les
to
be
lled,
but
as
candles
to
be
lit.
Robert
H.
Shaer
September
7 Educa:on
Innova:on:
Common
Core
Standards
vs.
Tradi:onal
State
Standards
Thomas
A.
Edison
School,
Caguas
Email:
maysonetvi@gmail.com
September
21
A
Hint
of
Twist
and
a
Dash
of
Zing:
Pep
up
Your
Teaching
Escuela
de
Arquitectura,
Ponce
Email:
mmarcano568@gmail.com
October
4-5 Metro
Chapter Story-Telling
Contest Universidad
del
Sagrado
Corazn
Email:
theroseby@hotmail.com
November
1-2 PRTESOL
Annual
ConvenEon,
2013 MEETING
21ST
CENTURY
NEEDS:
ALIGNING CURRICULUM AND TEACHER PERFORMANCE Sheraton
Puerto
Rico
Hotel
and
Casino
PUERTORICOTESOL.ORG !
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https://www.starwoodmeeting.com/Book/prtesol2013
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40th PUERTO RICO TESOL Annual Convention Convention at a Glance Friday, November 1, 2013
Registration Breakfast Exhibitors Opening Ceremony Plenary Speaker Concurrent Sessions I 7:30 - 10:00 a.m. 7:30 - 8:30 a.m. 8:30 - 4:30 p.m. 8:45 - 9:30 a.m. 9:30 - 10:30 a.m. 10:30 - 11:30 a.m.
40th PUERTO RICO TESOL Annual Convention Convention at a Glance Saturday, November 2, 2013
Registration Breakfast Exhibitors Opening Ceremony Plenary Speaker Concurrent Sessions I 7:30 - 10:00 a.m. 7:30 - 9:00 a.m. 8:30 - 3:00 p.m. 9:00 - 9:30 a.m. 9:30 - 10:30 a.m. 10:40 - 11:40 a.m.
Lunch & Visit to Exhibitors 11:45 - 1:15 p.m. Chapter Meetings Concurrent Sessions II Concurrent Sessions III Annual Business Meeting & Raffle Social Activity 1:30- 2:30 p.m. 2:40-3:40 p.m. 3:50- 4:50 p.m.
Lunch & Visit to Exhibitors 11:45 a.m.- 1:15 p.m. Concurrent Sessions II Concurrent Sessions III Social Gathering ( Ticketed event) 1:30 p.m.- 2:30 p.m. 2:40 p.m.- 3:40 p.m. 7:00 p.m.- 10:30 p.m.
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Puerto Rico TESOL 40th Annual Convention Friday and Saturday, November 1-2, 2013
SHERATON PUERTO RICO HOTEL AND CASINO, SAN JUAN, PUERTO RICO www.puertoricotesol.org - email: info@puertoricotesol.org
JUDY DODGE
EducaLonal
Consultant
and
Author DierenLaLon
in
AcLon
(ScholasLc,
2005) 25
Quick
FormaLve
Assessments
(ScholasLc,
2009) Using Formative Assessment to Differentiate Instruction & Meet the Needs of Second Language Learners
How can teachers gather informal data to run differentiated classrooms and meet the needs of their multi-ability classrooms? Judy will help participants discover how easy teaching with daily formative assessments can be. By gathering multiple measures of understanding from students on a daily basis, teachers can be sure that what is being taught in their classrooms provides an appropriate level of challenge to all second language learners. After unpacking formative assessment, Judy will explore several ways to use the information gathered to differentiate instruction in our increasingly heterogeneous classrooms. PUERTORICOTESOL.ORG ! 18
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Puerto Rico TESOL 40th Annual Convention Friday and Saturday, November 1-2, 2013
SHERATON PUERTO RICO HOTEL AND CASINO, SAN JUAN, PUERTO RICO www.puertoricotesol.org - email: info@puertoricotesol.org
PRTES
L-GRAM
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Judy Dodge
A
frequently
sought-aler
naSonal
presenter
and
sta
developer,
Judy
Dodge
is
a
recognized
leader
in
the
eld
of
eecSve
classroom
instrucSon.
Her
enthusiasm
and
energy,
combined
with
her
experience
and
passion
for
teaching,
result
in
eecSve
and
engaging
workshops.
A
former
classroom
teacher,
Judy
has
a
keen
sense
of
what
will
prove
useful
to
teachers
with
dierent
interests
and
levels
of
experience.
She
has
the
unique
ability
to
synthesize
tradiSonal
and
current
wisdom
and
research
into
pracScal,
doable
strategies
that
generate
immediate
impact
on
classroom
teaching
and
learning.
As
a
learning
and
study
skills
specialist,
Judy
Dodge
(M.S.
Counselor
EducaSon)
has
served
as
a
regional
(to
over
80
Long
Island
schools
districts)
and
naSonal
sta
developer,
providing
materials,
curriculum
development
and
teacher
training
to
thousands
of
teachers.
A
frequently
sought-aler
presenter
and
recognized
leader
in
the
eld
of
eecSve
classroom
instrucSon,
Judy
has
"trained
the
trainers"
for
the
New
York
City
school
system,
running
workshops
at
the
Manha[an
headquarters
of
the
United
FederaSon
of
Teachers.
Judy
is
the
author
of
The
School
Tool,
a
student
handbook
for
improving
study
habits
and
co-author
of
a
second
student
handbook
for
middle
level
students,
Study
Survival
Guide.
Her
third
publicaSon,
The
Study
Skills
Handbook,
is
wri[en
for
teachers
and
was
published
by
ScholasSc
Professional
Books.
Judy
also
PUERTORICOTESOL.ORG ! 20
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published two arScles in Instructor Magazine and was a contributor to the N.Y. State Resource Guide for The Teaching of Language Arts to Limited English Procient/English Language Learners (ELLs). In 2005, Judy's book enStled, DierenSaSon in AcSon (ScholasSc) helped teachers make sense of how to implement dierenSated instrucSon while managing their mixed-ability classrooms. Following that publicaSon, Judy wrote 25 Quick FormaSve Assessments for a DierenSated Classroom (ScholasSc, 2009), to help teachers use creaSve, mulSple measures of student understanding to drive their dierenSated instrucSon. In 2010, she was chosen as an expert contributor to Instructor Magazine on the topic of DierenSaSng InstrucSon, along with Laura Robb and Carol Ann Tomlinson. She is presently working on a new book for ScholasSc on Sering acSviSes to address dierent levels of learners. Judy's current work involves helping teachers to recognize and enhance the individual talents of all students. She focuses on how to moSvate both the struggling and advanced learner, while, at the same Sme, making sure that the average learner is equally engaged in quality work. Her workshops with dierenSaSng instrucSon, formaSve assessment, and Sered acSviSes are frequently reviewed as " the rst workshop that I'm leaving where I nally understand how to implement DI in my classroom." Judys strengths lie in her ability to help teachers and administrators do dierenSaSon and, nally, put the dierenSated instrucSon they have been talking about for years into observable and eecSve pracSce.
Special Guest
Melba Luciano
Mrs. Melba Luciano started educating while living in New York, where she was a teacher for 5 years. She has been working for 25 years with the Osceola School District, where she started as a classroom assistant, but sooner than later felt the need to be back in the classroom and worked her way up into teaching.Throughout the years she has also served in positions like curriculum instruction, curriculum resource specialist, assistant principal and principal for several schools. The now Superintendent, Melba Luciano told El Osceola Star Newspaper that she will "utilize all her experience in order to accomplish her first and most important goal which is to find ways to improve students' achievements, always focusing on the kids, also she will be working diligently on the collaboration and communication between the board, the staff and the faculty." As the first Hispanic superintendent in the county, Mrs. Luciano has the opportunity to achieve a positive impact towards the needs of the Hispanic students, which today are a 55% of the total student population.
She received the NABE Ci:zen of the Year Award at their ConvenSon 2013 in February.
PUERTORICOTESOL.ORG !
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Title
!
Presenter
(s)
Manuel
Hernndez
Carmona,
Rose
M.
Rivera,
Telizmary
Pinales,
Jan-Urban
Johansson Dr.
Jean
Rodrguez-Pazo
&
Mr.
Josu
Vera Dr.
Estrella
Lpez
AUGUST, 2013
From
University
of
Phoenix,
Puerto
Rico
Campus Inter
American
University,
Guayama College
of
New
Rochelle,
New
York
The WriLng Process as Depicted through the Discussion of Culturally Relevant Issues AuthenLc Teaching: Assessment The Skillful Teacher and 21st Century Curriculum: How ESL teachers can support student learning with rigor, higher order thinking, quesLoning and collaboraLon Gepng 21st century students into Extensive Reading PromoLng Oral CommunicaLon in the Classroom Entrepreneurship in the English classroom: an integrated and themaLc strategy to excel in teaching performance and student engagement Teaching Lps for Lred teachers Energizing the ESL Class
Bill Bowler Dr. Jennifer Alicea-CasLllo Sandra Dones and Vigimaris Nadal-Ramos Joel lvarez Gonzlez Ismael Marsnez M.
Oxford University Press, Spain University of Puerto Rico, Ponce Campus University of Puerto Rico, Rio Piedras English Project Director, Peace Corps, Panama Universidad de Panam Universidad LaLna, Panam Eladio Tirado Lpez High School, Rincn, PR University of Puerto Rico, Mayagez University of Puerto Rico, Mayagez University of Puerto Rico, Mayagez University of Puerto Rico, Mayagez Inter American University, Ponce University of Puerto Rico, Aguadilla Universidad del Sagrado Corazn University of Puerto Rico, Ro Piedras Wheelock College, Boston MA University of Puerto Rico High School University of Puerto Rico, Aguadilla
Making Class Discussion EecLve: Amalia Vazquez Ramos Challenges and SoluLons Using Caribbean Children and Young Adult Literature to Tap into MulLcultural Literacy and Yazmin Mndez other 21st Century Skills IntegraLng Dance in the English Classroom to Jadira M. Traverso Vargas Enhance Learning The Perks of Keeping a Journal: Self ExploraLon and Ren M. Rodrguez Astacio WriLng Development Through the Use of FicLon Online WriLng Plavorms for ESL InstrucLon: Dr. Sandra Ros and Dr. Ellen Pra] Edu 2.0, Canvas, and Moodle Press Start to Learn: Engaging learners with Luis E. Prez Corts video gaming principles A Pinch of the Old, A Dash of the New: Materials Erica Sigmann, Ana Muoz Ribas for the 21st Century Curriculum Technology and MulLmedia for Meaningful Hiramys SanLago & BA students Teaching & Learning Lets Explore CriLcal Thinking Strategies Dr. Naomi Vega Nieves and Vanessa for 21st Century Learners Snchez Negrn Aligning the ESL Curriculum Drs. Mara A. Irizarry, Anbal Muoz, through Art and Technology Elsie Candelaria, and Rosemary Morales Developing Lessons that Integrate English with Dr. Jane Yedlin Other Curricular Areas Language Shiy among Puerto Rican Youth Dr. Josu Alejandro Flipping the ESL Classroom: How and Why? Arlinda Lpez, Jennifer Lpez, Elenita Irizarry
Sabino Morla
ImplementaLon of Dual Language EducaLon Dr. Luis A. Rosado and Prof. Lidia E. Morris Programs: Roles of the Bilingual and ESL Teachers Storytelling through video producLon Regina Hernandez
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Title
!
Presenter
(s)
Arlene
F.
Serrano Dr.
Michael
A.
Shand Dr.
Clarena
Larro]a Dr.
Ellen
Pra] Francisco
Luis
Torres Yamil
Srraga
Lpez Juan
A.
Ros Griselle
Feliciano Dr.
Stephania
Uwakweh,
Dr.
Rosa
Romn
&
Ms.
Miriam
Juan Alexandra
Tubns
La
Salle Annerys
De
Jess
Jimnez Gloria
M.
Custodio
and
Jeimy
M.
Gonzlez Debra
Freedman Carmen
Milagros
Torres-Rivera Maria
del
Pilar
Vzquez
AUGUST, 2013
From
Texas
State
University,
San
Marcos Inter
American
University,
Aguadilla Texas
State
University University
of
Puerto
Rico,
Mayagez University
of
Puerto
Rico,
Mayagez University
of
Puerto
Rico,
Mayagez University
of
North
Carolina,
Greensboro University
of
Puerto
Rico,
Mayagez S.U.
Rio
Caas
Abajo
Community
School,
Mayagez,
Puerto
Rico Marcelino
Rodrguez
Romn
Secondary
School,
Moca
PR University
of
Puerto
Rico,
Mayagez Colegio
Puertorriqueo
de
Nias NYC
Dept.
Of
EducaLon University
of
Puerto
Rico,
Humacao Inter
American
University,
Bayamn
Personal Finance: Teaching and Learning the Language of Money in the ESL classroom 40 Years from Now: What Will SLll Ma]er Developing English Language Skills through Music Using Epistolary Novels with ESL Students in an Online Format CriLcal Approach to Teaching the Fairy Tale Teaching with Songs: Use of Musicals in the ESL Classroom From Readers Theater to AcLng: Enhancing Language Learners Literacy Skills Lowering AecLve Filters to Enhance Learning The Environment as an Integrated Context for Learning English as a Second Language: A Praxis Digital Memoir WriLng: A Step by Step Process Ecological EducaLon: Nature throughout the Curriculum (Greening the Curriculum) Will Power-Shakespeares Relevance in the 21st Century Look at Me, Im Special! Afro-Puerto Rican Literature in the English Classroom A Picture IS Worth a Thousand Words: a technique to guide and encourage students to generate oral or wri]en descripLve discourse Beyond Blackboard: IntegraLng Complementary Technology into Distance Learning Courses The Movie-Novel ConnecLon for Struggling Readers Exploring IdenLty Through Poetry
Inter American University, San Germn Hall High School and Gateway Community College, West Harvord, ConnecLcut University of Puerto Rico, Mayagez University of Puerto Rico, Mayagez Newark Public Schools, NJ Middlesex County College, NJ King Saud University, Saudi Arabia University of Puerto Rico, Mayagez Senior Account Manager, Auralog Inc. Phoenix, AZ University of Puerto Rico, Mayagez Norristown Area School District and Indiana University of Pennsylvania
CriLcally Thinking about Reggaeton NarraLves in Julio E. Vega Cedeo the ESL Classroom Using Edmodo to Reach Students With Varying Janet Kaback ModaliLes The Read Now Project: Dr. Iris Ramer PromoLng Literacy Skills for All Shiying from a tradiLonal instructor Husam Madkhali to an e-instructor Universal Gaming and Language Learning: The Use Rosita L. Rivera, Cristopher Font, Fabiola of English and Spanish in Videogames Gracia Carlos Plaza and Francisco Torres IntegraLng Technology into the Classroom Using Smartphones to Create Films in The English ComposiLon Classroom: Digital Film-Making as a Pedagogical Tool Mind Mapping & L2 WriLng with Web 2.0 Tools Tim OHagan Nihal Dhillon Carrie Breyer Camargo
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Puerto Rico TESOL 40th Annual Convention Friday and Saturday, November 1-2, 2013 ST MEETING 21 CENTURY NEEDS: ALIGNING CURRICULUM AND TEACHER PERFORMANCE
SHERATON
PUERTO
RICO
HOTEL
AND
CASINO,
SAN
JUAN,
PUERTO
RICO www.puertoricotesol.org - email: info@puertoricotesol.org
PRE-REGISTRATION
FORM
Last Names: Membership ID #: Mailing Address: City: Phone (home): State/Country : Cellular: Email: Zip Expiration date: First Name(s): Chapter:
Elementary Secondary
C o n v e n t i o n
F e e s
Please
check
appropriate
opEon.
Vegetarian lunch
Pre-registraEon
Before:
Sept
15,
2013
On
Site
Lunch
not
guaranteed
On
Site
Lunch
not
guaranteed
If you are joining or renewing, ll out a membership form and a]ach it to this form with a separate check. DO NOT INCLUDE MEMBERSHIP FEE
*Non-member rate includes PRTESOL membership. **Please note: Rate applies for full-time students only (twelve credits per semester or more) with a copy of class program. Bank:_______________________________
Money Order
P RT E S O L w i l l n o t h o n o r r e q u e s t s f o r r e f u n d s . FOR OFFICE USE: Date Received ______________________ Amount $_____________ Received by: _____________________ A l l c h e c k s r e t u r n e d t o P RT E S O L d u e t o l a c k o f f u n d s a r e subject to a $15 penalty fee.
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All
I
really
need
to
know
about
how
to
live
and
what
to
do
and
how
to
be
I
learned
in
kindergarten.
Wisdom
was
not
at
the
top
of
the
graduate
school
mountain,
but
there
in
the
sand
pile
at
school. These
are
the
things
I
learned:
Share
everything. Play
fair. Don't
hit
people. Put
things
back
where
you
found
them.
Clean up your own mess. Don't take things that aren't yours. Say you're sorry when you hurt somebody. Wash your hands before you eat. Flush. Warm cookies and cold milk are good for you. Live a balanced life - learn some and think some and draw and paint and sing and dance and play and work every day some. Take a nap every aoernoon. When you go out in the world, watch out for trac, hold hands and s:ck together. Be aware of wonder. Remember the liUle seed in the Styrofoam cup: the roots go down and the plant goes up and nobody really knows how or why, but we are all like that. Goldsh and hamsters and white mice and even the liUle seed in the Styrofoam cup - they all die. So do we. And then remember the Dick-and-Jane books and the rst word you learned - the biggest word of all - LOOK. Everything you need to know is in there somewhere. The Golden Rule and love and basic sanita:on. Ecology and poli:cs and equality and sane living. Take any one of those items and extrapolate it into sophis:cated adult terms and apply it to your family life or your work or government or your world and it holds true and clear and rm. Think what a beUer world it would be if we all - the whole world - had cookies and milk at about 3 o'clock in the aoernoon and then lay down with our blankies for a nap. Or if all governments had as a basic policy to always put things back where they found them and to clean up their own mess. And it is s:ll true, no maUer how old you are, when you go out in the world, it is best to hold hands and s:ck together.
[Source: "ALL I REALLY NEED TO KNOW I LEARNED IN KINDERGARTEN" by Robert Fulghum. See his web site at www.roberuulghum.com/ ]
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Surprisingly, academic literacy is the road not taken in some university courses, and even in many Angel M. Arzn Santaella private and public secondary schools. Academic I have never let my schooling interfere with my literacy means prociency at reading, wriSng, educaSon. reasoning, and research. Making the same point as Mark Twain Samuel Clemens, Einstein said, EducaSon is what's lel aler you've forgo[en everything else that you Usually at the beginning of a semester, I try learned in school. I believe this. to describe as concisely as possible the objecSves The academic preparaSon bestowed upon and goals of the English course the students are our students is a precious gil that only starts with about to take. I tell them that I don't mind if they being prepared for further study. Academic literacy forget the specic essays that we read or the topics is about long term, forever learning. Olen at the we discuss in class. To a number of smiles, I even university, especially at the College of General tell them I won't take it personally if they dont Studies, students complain about many of their rst remember my name ve or 10 years in the future. year courses. They ask, What do I need biology What I don't want them to forget however is the for? I am a communicaSons major, or What do I process of wriSng that I try to teach and I want need literature for? I want to be a doctor and them to learn. The skills that they will acquire literature doesn't prepare me should serve them well in other for that. The value and benets classes, in the rest of their ...academic literacy opens a of both biology and literature is undergraduate educaSon, and in their professional careers. road that applies to any job, to a subject for later consideraSon. In this venue I want to tell you The ability to apply the process a n y p r o f e s s i o n , t o a n y that academic literacy opens a they will learn to dierent occupa:on, to any meaningful road that applies to any job, to situaSons and to new, novel any profession, to any task, even to ci:zenship. problems is what is important occupaSon, to any meaningful about the English language task, even to ciSzenship. educaSon that I expect them to No ma[er what career you choose, who receive at the University Puerto Rico. doesn't need to be able to read for understanding I have been a university professor for over and write eecSvely? What job is not enhanced by thirty years. I have a concept of educaSon that is an individual's ability to reason logically or to apply not shared by some of my colleagues or peers. I do criScal thinking to a problem? Whose job not feel that we at the university always or even performance doesn't benet from knowing how to olen give our students an EDUCATION. We expose do research? If you do not know the answer you them to formal schooling, but that is not the same can know where you can nd it; if you are educated thing as an educaSon. For many reasons, the you know where to look it up. Academic literacy as university is legiSmately seen as a place for the principal component of educaSon starts with professional training rather than academic reading comprehension, wriSng for communicaSon, preparaSon. Students and parents think of the compiling research, and logical reasoning. Together university as providing credenSals, a passage to a these are the skills we need to insSll in our professional career with the monetary awards that students. professional occupaSons bring. That's why I believe As an English-language teacher, the best if true educaSon occurs, it happens by the eorts term p roject for building academic literacy is the and the dedicaSon of individual teachers. research paper. In my opinion the research paper is The true educaSon I want my students to the way to teach students the integraSve process of receive at UPR is what I call academic literacy.
Academic Literacy
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AUGUST, 2013 lookout for the thesis. The thesis is that sentence that contains the main or controlling idea of the enSre essay. It is the authors argument or posiSon or opinion. The thesis is that single idea that must be understood as the heart of the ma[er. Finding and understanding the thesis has a myriad of benets for close reading and wriSng a research paper. Finding the core ideas in published work will hopefully also lead to students being clear about a good thesis in his or her own work. Close reading is the iniSal endeavor in wriSng because it not only provides a pa[ern or model to follow but also a basis for reacSon. In other words, it gives you something to write about. The fact of the ma[er is you have to read in order to write. It is the nature of wriSng to be inuenced by what you have read. When you are wriSng you begin to agree or disagree with what you have read. Defending or elaboraSng on that posiSon leads naturally to needing to know more. DigesSng ones reading leads to the next ingredient of the wriSng process, that is, further research. It may seem circular, but inevitably you need to do research in order to do research. SomeSmes when you're wriSng, you realize you must do more research. In our current instrucSonal world, most research is done via the World Wide Web using one of the ubiquitous search engines such as Google. Like reading and wriSng, research is something that you have to do at the beginning and during the wriSng of the research paper. The main criteria to follow in doing research are the type of support that the teacher expects. In my case, I am asking my students to write about some debate, controversy, or social issue. I expect the support for the thesis of the research paper to be valid academic research. I try to make it very clear that part of the research process is evaluaSng the validity and reliability of the informaSon or data that is going to be used to prove their point. Most of us know that not everything on the Internet is true, but it's our responsibility in teaching academic literacy to carefully guide our students in knowing what consStutes good proof or evidence.
academic literacy. In the course of wriSng the research paper, students have to build on and integrate the four stages of academic literacy. First is close reading. Close reading is much more than just decoding or recognizing words. It is a nontrivial task. It requires scrupulous a[enSon to rst comprehend what the author has said. Comprehension at this stage of the process is not analysis or interpretaSon. It forces the student to suspend judgment. Before we evaluate or judge, we must be crystal clear about what the author is trying to convey and what the author has actually said while we as readers hold in abeyance as much as possible our own opinion. As a procedure, close reading begins with the Stle. In most good academic wriSng there is a direct or indirect connecSon between the Stle and the text. We have to be aware that Stles have a relaSonship to what is being said. The Stle begins to tell us something about the text. It's our rst hint to the writers message. The second step to close reading is what I call scanning. We read the enSre rst paragraph and then the last paragraph of the essay. Next we read the rst sentence of each paragraph in between the rst and last paragraph. Many Smes the rst sentence is the topic sentence which reveals the main idea in a paragraph. Scanning is a good way to preview the enSre essay and begin your second reading with a gist of the topic already in mind. We can consider the two acSviSes above as pre-reading. Subsequently we need to focus on vocabulary. A[enSon is now paid to the whole text. Close reading of an academic text requires a student to know the meaning of every single word, allusion, or reference that's made in the text. Every word is important and has been craled by the author to communicate. If we don't know what the word means we are missing part of the message. Using the dicSonary repeatedly, however, someSmes you need to go slowly to understand be[er what you're reading. Consequently, going slowly saves you Sme. Finally, while we are doing our reading for comprehension, we must constantly be on the
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Accordingly, we need to show our students how to reasoning in their own wriSng. What I'm trying to evaluate what they nd on the Internet. insSll is what Corbe[ called "classical rhetoric for To accomplish this I use a list of criteria that the modern student". Rhetoric is the ancient art of all support (proof or evidence) must meet. First, I argumentaSon or persuasion. I would argue that all tell students where to look. One way of narrowing academic discourse is argumentaSve to some searches is by domain. In the URL or universal extent. Therefore academic writers are usually resources locator (internet address) the rst three trying to convince the reader of some claim. le[er designaSon aler the period and before the However, not all a[empts to convince are logically rst back slash is the domain. The most common consistent. Our students need to apply to their is .com which I tell students is the least suitable for reading and research for an argumentaSve essay our purpose because it designates a commercial what the late astrophysicist Carl Sagan called enterprise that may aect adversely the reliability "baloney detecSon". In order to make their points of the informaSon. Selling something encourages and demonstrate to an audience that they know coloring the presentaSon of facts. what they're talking about, novice writers need to Instead I recommend using the advance be able to spot logical fallacies in what they read search feature of the search engine to look for and avoid those same logical fallacies in their only .edu, or .org domains. The domain .edu wriSng. indicates a college or university Logical fallacies are a big part of web site which tends to provide the current legiSmate The purpose of the the kind of evidence we are educaSonal focus on criScal research paper is varied and thinking. CriScal thinking must looking for, namely scienSc facts, experiments, expert can include: the presenta:on involve logical reasoning. To use opinion, surveys, case studies, of a belief, the defense of a Sagans example, a baloney etc (various types of formal kit suggests rules for posi:on against cri:cs, or the detecSon research). Nonprot and tesSng arguments and proposal of a solu:on to a determining fraudulent ones nongovernmental organizaSons problem. are designated by .org. The (Sagan 1996). These tests United NaSons is a .org that has include logical fallacies. An huge amounts of research and illustraSve case can be selected data collecSon available on-line via their library, from the 2010 student strike at the University of news agency, and organ reports. I also remind Puerto Rico. One of the arguments advanced in students that an arScle or document must have a favor of raising tuiSon for all graduate, persons name a[ached to it (someone who has or undergraduate, full-Sme, and part-Sme students has had a pulse). Otherwise the reference cannot was the suggesSon that some students were using be used. One of the ways to vet a source is by their Pell grants to buy cars. The implicaSon was checking the credenSals of the author. One that the students who are able to pay were using standard is academic degrees; another is peer nancial aid for non-educaSonal purposes. This reviewed publicaSons or professional qualicaSons unsubstanSated anecdote is an instance of a that indicate a certain level of experSse or number of dierent common fallacies of logic. First recogniSon. of all, it can be labeled a Strawman fallacy because Thoroughly integrated into reading and the asserSon implies that the many complex factors research is a third crucial element -- logical that lead to the University's decit and debt are a reasoning. Reasoning is that part of academic result of a group of students not paying their fair literacy encourages the student to look for sloppy share. Those who are guilty of a Strawman fallacy thinking in what is being read and avoid bad
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are simplifying a situaSon or an argument in order to puong together reading, and notes into a coherent more easily a[ack it. argument. The rst dral develops the thesis. It At the same Sme the Pell grant culprits are begins with introductory paragraphs and goes on to being used as a hasty generalizaSon. Specically, just examine available informaSon, interpret the facts, because one may or may not know of an individual and provides an evaluaSon that reects what you case of a student with a Pell Grant who did buy an want the reader to accept. The test of a good rst automobile does not under any circumstances prove dral is whether the student has coherently brought that all students do that or that even all students are together informaSon from a variety of sources (what awarded a Pell grant. A hasty generalizaSon fallacy is referred to as synthesis). means someone is drawing a conclusion or making an As many wriSng instructors will tell you, the inference based on insucient informaSon or is conclusion of the paper is someSmes not given generalizing to a wider populaSon based on too few enough a[enSon. SomeSmes students, in their cases. If that isn't enough poor reasoning, blaming desire just to get English words on paper, forget that students who get nancial aid for the nancial crisis the conclusion is the last impression made on or lel of the University can only be a result of suppressing with the reader. When students mistakenly try to evidence or depending on half-truths. Claiming that write their papers in one siong the night before it's students are able to pay ignores the fact that several due, they frequently will get to the top of page four administraSons prior to the protest against higher or ve, think they've wri[en enough, and just stop tuiSon had reduced the funds allocated to the wriSng. This is a common weakness in student University. Moreover only half wriSng that we must pay of the students at UPR Rio parScular a[enSon to. It's also The most problema:c Piedras receive Pell grants, and a good idea to encourage feature of wri:ng the research students to make eecSve only a minority of them gets the highest possible amount. paper is the draoing stage. conclusions that aren't just the With all this in mind students restatement of the thesis. Good wri:ng is rewri:ng. acquiring academic literacy At all stages of the research should come to believe that paper there is, of course, wherever possible claims must be conrmed by as wriSng. From the very beginning, I expect the many facts as can be compiled. Simple answers student to be taking notes. These novice writers based on emoSonal appeals usually will not suce. should be summarizing or paraphrasing important Since academic literacy is reading, wriSng, concepts or ideas in the books and arScles they nd. research, and reasoning, we understand that these These notes will of course serve in the construcSon tasks together idenSfy two important goals in wriSng. of the rst dral. Of course the notes that students First, reaching a specic audience, and second, having are beginning to make include who is the author, all a clear purpose in mind. In our case, the audience is the informaSon necessary for a bibliographical the English teacher who expects a clear, well citaSon as well as subordinate points that inform and supported thesis with a minimum of errors in support the main idea or thesis. In eect, it is while grammar and syntax. The purpose of the research doing the iniSal research that the reader must paper is varied and can include: the presentaSon of a interrogate or quesSon text. The purpose being to belief, the defense of a posiSon against criScs, or the understand what is the substance and structure of proposal of a soluSon to a problem. the text. WriSng while reading is necessary to ensure While the process of wriSng a research paper that the student has a clear understanding of the has many integrated acSviSes, all this eort topic as a whole in order to later be able to culminates in an a[empt to write the whole paper for synthesize those ideas that will be used in the rst the rst Sme. Draling is the writers endeavor of dral.
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AUGUST, 2013 or counter-arguments to the thesis. Good arguments will always consider the opposing views. These component parts can be created via free wriSng or brainstorming exercises, sentences or phrase outlines, and annotated bibliographies. No experienced teacher would deny that teaching the research paper as a generator of academic literacy is Sme-consuming and labor- intensive for both parSes. Nevertheless, I would argue that it is a necessary and crucial element to the educaSon of our students using language. The process of wriSng that I have very briey outlined above is a reecSon of our commitment to seeing the English language as both an object of study and an instrument for learning and knowledge creaSon. Despite the obstacles, we are all commi[ed to the intrinsic value of educaSon and hopefully know how to best use language to obtain the goal of educaSon and not just engage in schooling. References Corbe[, E. (1990). Classical rhetoric for the modern student. 3rd Ed. New York: Oxford University Press. Elbow, P. (2012). Free wri=ng. In G. Muller. (Ed.), The brief McGraw-Hill reader: Issues across the disciplines. (pp. 61-63). New York: McGraw-Hill. Sagan, C. (1996). The Demon-haunted world: Science as a candle in the dark. New York: BallanSne Books.
The most problemaSc feature of wriSng the research paper is the draling stage. Good wriSng is rewriSng. A research paper with in-text documentaSon and a bibliography should go through at least three drals. This however depends very much on the instrucSonal seong. If you have large secSons or classes of 20 students or more per class, the sheer amount of paperwork for assessment by the teacher becomes a prohibiSve burden. If this is the case and it olen is, my recommendaSon is to increase the number and decrease the length of preparatory homework assignments leading up to the rst dral. Preparatory assignments come before the rst dral and try to focus a students a[enSon on those obligatory prerequisites of the wriSng process that must be included in the rst dral. Therefore, I will try to give a series of at least three or four short assignments (one page or less) that represent one secSon of the rst dral that must be present. Being short doesn't necessarily mean being easy. These assignments require the student to read and do research and give you the teacher a relaSvely brief assignment to correct. To emphasize, the purpose of the assignments leading up to the rst dral should be to ensure that all the major elements of an argumentaSve essay are clearly established in the mind of the student. The parts of the essay that should be crystal clear before the rst dral should be the thesis, reasons, and empirical evidence in support of the thesis, as well as any counterclaims
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AUGUST, 2013 can make good wriSng because only that is worth wriSng about, worth the agony and the sweat. He must learn them again. He must teach himself that the basest of all things is to be afraid: and, teaching himself that, forget it forever, leaving no room in his workshop for anything but the old veriSes and truths of the heart, the universal truths lacking which any story is ephemeral and doomed-- love and honor and pity and pride and compassion and sacrice. UnSl he does so, he labors under a curse. He writes not of love but of lust, of defeats in which nobody loses anything of value, of victories without hope and, worst of all, without pity or compassion. His griefs grieve on no universal bones, leaving no scars. He writes not of the heart but of the glands.
UnSl
he
learns
these
things,
he
will
write
as
though
he
stood
among
and
watched
the
end
of
man.
I
decline
to
accept
the
I
feel
that
this
award
end
of
man.
It
is
easy
enough
was
not
made
to
me
as
a
man,
"I believe that man will to
say
that
man
is
immortal
but
to
my
work--a
life's
work
in
because
he
will
endure:
that
not merely endure: he the
agony
and
sweat
of
the
when
the
last
ding-dong
of
human
spirit,
not
for
glory
and
doom
has
clanged
and
faded
will prevail" least
of
all
for
prot,
but
to
from
the
last
worthless
rock
create
out
of
the
materials
of
hanging
Sdeless
in
the
last
red
the
human
spirit
something
which
did
not
exist
and
dying
evening,
that
even
then
there
will
sSll
be
before.
So
this
award
is
only
mine
in
trust.
It
will
not
one
more
sound:
that
of
his
puny
inexhausSble
be
dicult
to
nd
a
dedicaSon
for
the
money
part
voice,
sSll
talking.
I
refuse
to
accept
this.
I
believe
of
it
commensurate
with
the
purpose
and
that
man
will
not
merely
endure:
he
will
prevail.
He
signicance
of
its
origin.
But
I
would
like
to
do
the
is
immortal,
not
because
he
alone
among
creatures
same
with
the
acclaim
too,
by
using
this
moment
as
has
an
inexhausSble
voice,
but
because
he
has
a
a
pinnacle
from
which
I
might
be
listened
to
by
the
soul,
a
spirit
capable
of
compassion
and
sacrice
young
men
and
women
already
dedicated
to
the
and
endurance.
The
poet's,
the
writer's,
duty
is
to
same
anguish
and
travail,
among
whom
is
already
write
about
these
things.
It
is
his
privilege
to
help
that
one
who
will
someday
stand
where
I
am
man
endure
by
liling
his
heart,
by
reminding
him
of
standing. the
courage
and
honor
and
hope
and
pride
and
compassion
and
pity
and
sacrice
which
have
been
Our
tragedy
today
is
a
general
and
universal
the
glory
of
his
past.
The
poet's
voice
need
not
physical
fear
so
long
sustained
by
now
that
we
can
merely
be
the
record
of
man,
it
can
be
one
of
the
even
bear
it.
There
are
no
longer
problems
of
the
props,
the
pillars
to
help
him
endure
and
prevail. spirit.
There
is
only
the
quesSon:
When
will
I
be
blown
up?
Because
of
this,
the
young
man
or
woman
wriSng
today
has
forgo[en
the
problems
of
the
human
heart
in
conict
with
itself
which
alone
To
view
this
page
in
its
original
form,
please
visit:
h]p://
2010
About.com,
Inc.,
a
part
of
The
New
York
Times
Company.
All
rights
reserved. grammar.about.com/od/classicessays/a/faulknerspeech.htm
PUERTORICOTESOL.ORG !
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ELIGIBILITY
CRITERIA:
The
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is
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to
any
current
PRTESOL
member
who
is
acLvely
pursuing
a
bachelors,
masters
or
doctoral
degree
in
TESOL
or
a
related
program.
The
candidate
must
comply
with
the
following: Provide
evidence
of
having
completed
at
least
nine
(9)
credits
towards
the
degree
for
MA
or
PHD
or
Ed
D
45
credits
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it
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BA Have
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of
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or
higher Complete
the
applicaLon
form
and
write
an
essay
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250
words
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award Not
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award Be
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PRTESOL
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least
one
year
DUE DATES: The applicaLon form must be completed and returned to PRTESOL by September 9, 2013.The recipient will be presented her/his cash award at the 2013 PRTESOL Annual ConvenLon. 2. PRTESOL Award to Promote Excellence in ESL Teaching Programs One cash award of $300 to be used in the purchase of educaLonal resources for the ESL classroom. Purpose: To strengthen a schools ESL program through the awarding of $300 to be used in the purchasing of educaLonal materials (such as teaching materials, books, technology tools or soyware, and professional readings) to enhance the ESL instrucLon in the teachers classroom or that school. The person compleLng the applicaLon must be a PRTESOL member from any public or private school (K-12). Final date to apply: September 9, 2013. The award is open to any PRTESOL member who teaches at the public or private K-12 level and whose faculty has not been a previous recipient of the award. The applicant will complete the required applicaLon form and send it via email to PRTESOL Awards Commi]ee. The award will be presented at the Annual PRTESOL ConvenLon. The recipient of this award must submit the receipts of materials purchased by December 15, 2013 to the awards commi]ee chairperson. They must also write a brief arLcle for the PRTESOLGRAM about how
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Award:
Award
will
consist
of
a
plaque,
a
cerLcate,
and
a
grant
to
cover
the
PRTESOL
convenLon
fee
for
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days. Purpose:
To
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and
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outstanding
service
throughout
the
years
in
the
teaching
of
English,
to
PRTESOL
and
to
other
related
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at
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local
and
internaLonal
levels.
Eligibility
Criteria:
The
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selected
according
to
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of
(a)
a
genuine,
long-lasLng
commitment
to
PRTESOL,
(b)
ability
to
combine
professional
and/or
administraLve
roles
in
areas
concerning
English
language
educaLon,
(c)
ability
and
desire
to
promote
what
is
locally
done
in
the
eld
of
English
language
educaLon
on
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island
and
abroad.
The
recipient
of
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president
and
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PRTESOL
Board
of
Directors. 2. PRTESOL
Outstanding
ESL
Educator
Award Purpose:
This
award
recognizes
the
outstanding
work
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two
ESL
English
educators
in
Puerto
Rico,
one
at
the
K-12
level
and
one
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Eligibility
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Award
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cerLcate
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Criteria: (1) Nominee
must
have
at
least
ve
years
of
experience
in
the
English
classroom.
(2) The
materials
submi]ed
should
show
evidence
of
the
nominee's
ability
to
moLvate
and
encourage
students
as
well
as
engage
them
in
producLve
and
challenging
learning.
(3) Nominee
has
been
involved
with
students
outside
of
the
classroom
in
extracurricular
acLviLes
and
/
or
involvement
in
the
community
and
with
colleagues. Suppor.ng
Documenta.on:
(1) An
essay
that
tells
why
the
nominee's
work
is
special
and
worthy
of
being
recognized.
The
le]er
should
include
informaLon
that
documents
the
educators
eecLve
teaching
pracLces.
(2) At
least
one
le]er
from
another
person
who
can
write
about
the
nominee,
giving
relevant
informaLon.
Le]ers
can
be
from
a
student,
a
parent,
a
colleague,
a
community
person,
a
professional
in
another
geographic
area
who
knows
the
nominee,
a
current
or
former
supervisor,
or
an
administrator.
(3) A
curriculum
vitae
of
the
nominee.
the materials purchased have been used and enhanced their teaching. Due Dates: The applicaLon must be completed and returned to PR-TESOL by September 9, 2013. 3. PRTESOL Award to Recognize Recent Research ContribuEons to the TESOL Field Purpose: To make public the research studies of PRTESOL members at insLtuLons of higher educaLon pursuing a masters, doctoral, and post-doctoral studies and completed between May, 2010 and August, 2013. Those PRTESOL members who have made such important research ndings for the conLnued improvement of our area of specializaLon should ll out the applicaLon form. CerLcates of recogniLon will be given to these colleagues during the Annual PRTESOL ConvenLon and the abstracts will be published in the PRTESOLGRAM. Deadline to submit applicaLon forms is: September 9, 2013. 4. PRTESOL Travel Grant to A\end the 2014 TESOL ConvenEon. Purpose: To encourage and support more PRTESOL members to a]end the TESOL convenLon. This is the most important internaLonal event for ESL and EFL educators and an enriching professional event. Award: The amount for this cash award is $300 to be paid directly to TESOL toward the convenLon fee. ELIGIBILITY CRITERIA: Requirements: A]end the 2014 TESOL convenLon in Portland, Oregon and present evidence of a]endance. You must have a conrmed ight to Portland by December 10, 2013, in order to receive this award since we have to send in your registraLon by December 29, 2013. Help the PRTESOL delegates disseminate informaLon about PRTESOL at the TESOL ConvenLon. Write an arLcle about your experience for the TESOLGRAM and submit it to the editor no later than two weeks ayer the convenLon.
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