TEACHING AT IOWA STATE UNIVERSITY
This Fall 2013 in addition to teaching one section of English 101D, I am the teaching assistant for English 518 (Teaching English as a Second Language Methods and Materials). English 518 introduces students to "approaches, methods, techniques, materials, curricular design, and assessment for various levels of ESL instruction". It brings attention "to issues related to the teaching of listening, speaking, reading, writing, vocabulary, pronunciation, and culture".
In Spring 2013, I co-taught English 525 with Dr. John Levis. English 525, a graduate-level course, focuses on the teaching of Listening, Speaking, and Pronunciation skills to nonnative speakers. The course provides practical methods for teaching each skill separately but also explores methods for integrating all of these skills in EFL/ESL classes.
Like in the spring and fall semesters of 2012, this Fall 2013 I am teaching English 101D (Academic Writing for international graduate students). English 101D helps develop the English communication skills that graduate students need as professionals in their respective academic communities. In the class, students analyze and learn appropriate styles of writing in their discipline and practice writing various academic documents including e-mail messages, research article summaries, abstracts, literature reviews, and data commentaries. Students also develop the ability to critique other’s work and to evaluate and revise their own writing. Although the course does not focus on grammar, it addresses some specific areas to help students become more capable at meeting standards of correctness. Students also have opportunities to practice oral English, both in small groups and in more formal presentations.
For the Fall semester of 2010 and Spring semester of 2011, I taught English 180A (Speaking for International Teaching Assistants). The focus of the course is on improving oral English skills through focused practice: working on improving language fluency; analyzing the sounds of American English and how they are produced; developing monitoring skills; discussing and practicing effective communication strategies, such as varied clarification questions; discussing cross-cultural issues; and practicing classroom management and communication skills (e.g, asking and answering questions appropriately). Students prepare for and give two presentations that are videotaped for practice and for self, peer, and instructor feedback.
For four semesters (Fall 2008-Spring 2010), I taught English 101B: English for Native Speakers of Other Languages: Advanced Grammar Applied to Writing. The main goal of English 101B is to prepare students for the English requirements of their university work. It covers advanced English grammar as it applies to writing and academic writing features such as drafting, choosing topics, developing and organizing materials, and revising. In this course students also learn how to analyze and improve their own writing by reading and responding to classmates’ draft papers. A vocabulary assignment helps them improve their academic vocabulary, and they practice important skills of summarizing and responding through reading assignments. As a result of this course, they should develop fluency and confidence in writing.
Cross-Cultural English 150 (Fall 06 and Spring 07; classes are composed of 50% Americans and 50% international students) and regular English 150 (Spring 2011; classes are composed mainly of native speakers of English). Critical Thinking and Communication. Application of critical reading and thinking abilities to topics of civic and cultural importance. Introduction of basic oral, visual, and electronic communication principles to support writing development. Initiation of communication portfolio.
Regular English 250 (Spring 08; classes are composed mainly of native speakers of English). Written, oral, visual, and electronic composition. Analyzing, composing, and reflecting on written, oral, visual, and electronic (WOVE) discourse within academic, civic, and cultural contexts. Emphasis on supporting a claim and using primary and secondary sources. Continued development of communication portfolio.
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