ENG 110C BLOG ASSIGNMENT #10

The MICASE Kibbitzer as well as the Tim Johns both serve the same purpose: to take some phrases and words that are often confusing to second language learners and show them, through examples, how those words are correctly used. The two kibbitzers differ in the words and phrases they choose, though. MICASE addresses words like anyone or anybody, as well as phrases like "you know what I mean." Where as Tim Johns addresses phrases like "take on", "read widely" and words like "as" or "that". Tim Johns uses words used by actual ESL users and how they were confused on the actual uses. Then present the different examples of how they were used in examples. Both of these can be used to demonstrate how data from authentic sources provided in corpora can be used to demonstrate how a word or phrase can be used correctly. For instance, if a teacher encounters a problem with a specific word, if it's not available on the Kibbitzer, the teacher could at least use the template to set up an explanation.

ENG 110C ASSIGNMENT #9

All three corpora were extremely thorough and all contained a vast amount of sources and words from mostly authentic texts. ANC appeared to have their last updates in 2008. ANC appeared to be the least user friendly. While ANC and COCA have exhaustive lists of text, they are slightly harder to navigate through than Cambridge. Cambridge has the most recent updates for this year. Cambridge's corpus varying corpora for Business, British English, North American English. This would be useful if you were teaching to a specific area, like Business English. However, many places on the site appeared to required purchase, so it wasn't exactly teacher friendly. COCA contained recent entries to the data base from Jan-Mar of 2011. While it was a large file, it was the easiest to get to the texts they had used, so should one desire to analyze those texts, they were available. If someone was looking for data on specifically on patterns that develop when talking on the phone, COCA has this data readily available.

ENG 110C ASSIGNMENT #7

Both the websites presented were innovative and informational. The first website, Phrasal Verb Videos was an extremely informational tool that I think any teacher could use. Because it is made solely with videos, I believe that it would be a good resource to assign students to use. Especially if a student is more of a visual and auditory learner, it could really help demonstrate what exactly that specific verb phrase means. Also, because the videos are rather short, they are more classroom friendly. The next video about Mexican immigration is also extensively informational. It used an interview process to demonstrate the meaning of legality and a few other terms. The downfall of this specific video was the length. However, the student does a great job of demonstrating the words with a specific and even relevant topic (immigration).

I believe both these student produced are great ideas to assign to students to have them demonstrate they fully understand the concept of something. However, when thinking how they would coincide with the course I observed for the needs analysis project, I don't think that either would work all too well simply because the course was a grammar course. If the assignments were adapted, perhaps then it could work. For instance, having students produce examples of incorrect and correct grammar on a website would be a useful assignment. But specifically, I don't believe that the course I observed has enough time to assign a student made video.

ENG 110C ASSIGNMENT #5

As far as synchronous CMC and asynchronous CMC, I think these both would benefit students because both of these activities create a lot of flow. When caught up in an assignment and then responding to the groups questions, the students aren't necessarily forced to think about what they are learning and discussing because the technology used can be distracting (in a good way). Also, these can be beneficial for a group of students because it takes away the chance of an over-dominant student taking over all conversations. Every student would have the chance of having a say in a particular discussion. The downfall of using these two excessively would be the loss in face-to-face time. Students wouldn't be able to see how a person is truly doing by reading what they wrote. Alongside this, there's the possibility of a fluid discussion. As far as face-to-face time goes, this benefits every student, even those who are more introverted. By talking face to face a student gets interaction with their peers as well as the chance to hear the conversation. Also, by talking and discussing in groups, students are able to have more fluid discussions and perhaps even come up with creativity discovered by discussion that they otherwise would've lacked if the discussion were held in chats or message boards.

Eng 110C ASSIGNMENT #4

I looked at the Rationale software. I really like what it taught its users. The software would explain to students how to organize their ideas in a few main reasons while including opposition and the rebuttal argument to that opposition. After this, the software would place you're arguments in an ordered fashion and give you tips on how to develop your paper. This can be especially helpful in teaching a student to critically think and apply that to their schoolwork, because it goes through each step of the process. Starting with the first main point and proceeding to having the user think about any opposition to their topic. However, using this software, a student may become too dependent upon it. The software takes the user's main points and places them in an essay-like format, allowing the student to manipulate this into their own essay. Should a student continually use this, they might lose their own ability to independently form an essay with their main points. As a result of this, I would allow students to use this, however after a while, I would make the students do their idea mapping on paper, having them write it themselves and format their own work.

In the end, I would never advocate the use of technology to teach critical thinking over a teacher teaching this themselves. To rely fully on this product would be foolish and students would come up lacking. The software cannot solve all problems and it cannot reach every student, whereas a teacher would be to do this to the best of their ability. Also, a teacher teaching critical thinking would be able to see where students are struggling or succeeding and from this would be able to build off these observations and apply them to their lecture. So, no, I couldn't see using this specific technology in the classroom.

Eng 110C ASSIGNMENT #3

https://shuswiki.wikispaces.com/

Using Wikispaces was relatively easy. The site had a lot of support and guidance when it came to creating the wiki itself.

As far as comparing the two sites, Wikispaces and Google Sites, there is really no difference. Google is user friendly and much easier to use. However, Wikispaces, I felt, had a lot more options like tabs you could place certain things under like "projects" or "navigation options." This site would allow the user to be a little more organized.

Creating wikis, between both of these websites, has become relatively easy. It's an interesting tool that can be used for personal use as well as use in a class room. Between both these sites, I feel Google would be the best to use when teaching students. It's extremely user friendly and if I had students working together to create this wiki, it would be easier to teach than wikispaces. Although there's still more to learn about wikis, I believe it could be a useful tool.

Eng 110C ASSIGNMENT #2

Needs Analysis

As far as the observation and paper, I don't really have any questions. I've done an observation before at Sac State's ELI center and I believe this would be an excellent place to do another observation. ELI is based on preparing students to have a feasible knowledge of the English language as well as prepare them to use it in an academic setting. Students are from various countries, so the population is diverse. Next week, I plan on contacting the ELI center on how to acquire a time to come and observe a course. After my last classroom evaluation, I was really encouraged to continue to pursue a career in teaching ESL. I have no doubts this project will be encouraging, as well.