Marco Ibarra
Language IX
Crystal Hickerson
25 May 2008
BAD RESULTS IN TEACHING ENGLISH
In this chapter, the author states that there are two marked tendencies in school, Teachers and Testers. The first ones are centered on students’ learning process; the second ones are more focused on testing students, and both have different points of view that could be considered dangerous, when any of them thinks that can do the best without the other one. This is directly connected with the idea of getting bad results in when teaching English, for the reason that some teachers tend to believe that what they do is the best, and what other teachers do is wrong or does not work in class.
The way Johnson explains the topic, is basically organized and schematic, he takes an idea, such as ‘The psychometric approach’ and explains it clearly step by step and with useful examples, which helps to comprehend much better the chapter. Keith argues that instead of having these differences between Teachers and Testers, they can have integrative testing, in order to group these. Another characteristic that we can find, is a communicative test in which we get information from the for basic skills, and we have the necessary information to come up with results to be used in further tests, because with the results, we are going to have the evidence that will support further learning process, avoiding results that can be interpreted as bad results through the learning process and the assessment.
Apart from that, the author let us know that there are some easier ways of testing the four skills: receptive (reading and listening) through note taking, information transfer, matching, and passage assembly; speaking, oral interview, role play and simulation, imitation; writing, picture stimulus (from a picture, the teacher has to suggest students to write something about it, maybe a letter of complain, if it’s about buying an mp3 player). Not until we read the whole chapter, we realize that the author sometimes is lacking of deeper examples, due to they tend to be superficial, and they do not get the idea of making ideas much clearer.
Therefore, it is suggested to have in consideration more detailed examples, that truly help readers to put in practice what they are reading, not just getting information from the text in a lecturing way with not-well developed examples. Finally, the idea of keeping together Teachers and Testers is accomplished, the author makes us think of a complete process, in order to facilitate the students’ learning process, for the reason that they together make a positive impact on education, and provide more tools for teachers throughout their performance in the classroom.
Reference:
Johnson, Keith. An Introduction to Foreign Language Learning and Teaching, chapter 15. Harlow, England: Longman 2001.
Analytic Essay Correction
Publicado por Marco Ibarra en 12:59
2 comentarios:
In this chapter, the author states that there are two marked tendencies in school, P Teachers and Testers. ((These seem like groups rather than tendencies...)) The first *is* centered on students’ learning process; the second,* on testing students, and both have different points of view that could be considered dangerous(,) when any of them thinks that SM can do the best without the other one. ((dangerous how?)) This is directly connected with the idea of getting bad results (in) when teaching English(,) for the reason that some teachers tend to believe that what they do is the best, and what other teachers do is wrong or does not work in class.
*Johnson explains the topic in a basically organized and schematic way.* He takes an idea, such as ‘The psychometric approach’ and explains it clearly step by step P and with useful examples, which helps *one* to comprehend *much better the chapter WO. Keith ((who?)) argues that instead of having these differences between Teachers and Testers, they ((who?)) can have integrative testing(,) in order to group these. Another characteristic ((of what?)) that we can find(,) is a communicative test in which we get information from the SM for basic skills, and we have the necessary information to come up with results to be used in further tests, because with the results, we are going to have the evidence that will support further learning process, avoiding results that can be interpreted as bad results through the learning process and the assessment. ((This last sentence is very difficult to understand. Try to be more specific and break the ideas into separate sentences.))
Apart from that ((Don't begin a paragraph in such a vague way!)), the author let C us know that there are some easier ways of testing the four skills: receptive (reading and listening) through note taking, information transfer, matching, and passage assembly; speaking, oral interview, role play and simulation, imitation; writing, picture stimulus (from a picture, the teacher has to suggest students to write something about it, maybe a letter of complain, if it’s about buying an mp3 player). ((Ask me about this list in class.)) Not until we read the whole chapter *do* we realize that the author *sometimes is lacking WO (of) deeper examples, due to *the fact that* they tend to be superficial, and they do not get the idea of making ideas much clearer.
Therefore, it is suggested ((by whom?)) to have in consideration more detailed examples, that truly help readers to put in practice what they are reading, not just getting information from the text in a lecturing way with not-well developed examples. ((Is this your major critique? Why don't you introduce it in the intro paragraph?)) Finally, the idea of keeping *together Teachers and Testers WO is accomplished, the author makes us think of a complete process(,) in order to facilitate the students’ learning process(,) for the reason that they together make a positive impact on education(,) and provide more tools for teachers throughout their performance in the classroom.
I think you have the information that you need here, but it could really use clearer, more concrete sentence expression and paragraph structure. Each paragraph should have a clear purpose--serve a clear purpose--in your essay. Be sure you move your critique to the intro paragraph, and then only include the summary that is necessary to inform the reader of the general ideas of the text that you will critique. You should devote a full paragraph to your criticism--justify your opinion!--and then end with a brief but summative conclusion paragraph.
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