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The Importance of Response to ELL Student Writing: IEP Instructors and Teaching Assistants

Walters, Emily M.
http://rave.ohiolink.edu/etdc/view?acc_num=dayton1366562311

Abstract Details

2013, Master of Arts (M.A.), University of Dayton, English.
As the field of composition changes for both students and teachers, the focus on the global scale becomes more prominent, specifically when discussing schools with large amounts of international students. With the ever-growing amount of international students, the need to examine how we respond to ELL (English Language Learners) student writing is extremely pressing. The key to an international student’s success is the written response given to the student by their instructor, specifically with regards to IEP (Intensive English Program) instructors and teaching assistants. When examining ELL student writing, it is important to consider the response methods used by IEP and TA (Teaching Assistant) instructors. The main issue to be surveyed is where disconnects between IEP instructors and teaching assistants are happening and how these disconnects can be fixed to improve ELL students’ writing and overall education. I have looked into the response to ELL student writing, specifically using one IEP instructors and two TAs’ written response on ELL student papers to discover where the disconnect between IEP and college-level prose happens. My thesis will pinpoint what is happening with teacher response to ELL student writing, specifically what IEP instructors and TAs are looking for when responding to student writing. By looking at these factors, I will be able to show how these findings will establish a better relationship between the teaching assistants and the IEP instructors, lead to future collaborations with each other, and help ELL students improve how and what they are learning.
Patrick Thomas, PhD (Advisor)
Bryan Bardine, PhD (Committee Member)
Jennifer Haan, PhD (Committee Member)
98 p.
Education; Educational Evaluation; English As A Second Language; Teacher Education; Teaching
IEP; teacher response; teaching assistants; L2; FL; TOEFL; ELL; ESL; University of Dayton; comments; feedback; types of comments; number of comments; response methods; response tactics; teaching; responding; written products; product vs. process

Recommended Citations

Citations

  • Walters, E. M. (2013). The Importance of Response to ELL Student Writing: IEP Instructors and Teaching Assistants [Master's thesis, University of Dayton]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1366562311

    APA Style (7th edition)

  • Walters, Emily. The Importance of Response to ELL Student Writing: IEP Instructors and Teaching Assistants. 2013. University of Dayton, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=dayton1366562311.

    MLA Style (8th edition)

  • Walters, Emily. "The Importance of Response to ELL Student Writing: IEP Instructors and Teaching Assistants." Master's thesis, University of Dayton, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1366562311

    Chicago Manual of Style (17th edition)

dayton1366562311
836
© 2013, all rights reserved.
This open access ETD is published by University of Dayton and OhioLINK.