Breaking News: ELLs Involved in Student Newspapers May Improve English T E S O L

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This presentation, given at TESOL 44 outlines how to start a student newspaper project and details its benefits.

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Breaking News: ELLs Involved in Student Newspapers May Improve English T E S O L

  1. 1. Breaking News: ELLs Involved in School Newspapers May Improve Language<br />Presenter:<br />David Bacherman, PhD<br />e-mail: dbacherman@gmail.com<br />
  2. 2. Goals of Presentation<br />
  3. 3. Goals of Presentation<br />
  4. 4. PART 1:HOW DID THE NEWSPAPER PROJCT START ?<br />
  5. 5. Background to Newspaper Project<br />
  6. 6. Background to Newspaper Project <br />
  7. 7. Background to Newspaper Project<br />
  8. 8. Background to Newspaper Project<br />
  9. 9. PART 2: <br />WHAT IS THE ROLE OF THE ADVISOR? <br />
  10. 10. Role of the Advisor<br />
  11. 11. Role of the Advisor<br />Utilization of Time & Funds<br />
  12. 12. Role of the Advisor<br />
  13. 13. Role of the Advisor<br />
  14. 14. Role of the Advisor<br />
  15. 15. Role of the Advisor<br />
  16. 16. PART 3:WHAT ARE THE BASICNEWS STORY TYPES?<br />
  17. 17. Two Basic Story Types: News & Feature<br /> <br />
  18. 18. 5W + H<br />5W + H: coincides with Wh- questions in beginning curriculum.<br />
  19. 19. 5W + H – Teaching with a Model<br />
  20. 20. 5W + H: Scaffolded Practice<br />
  21. 21. Students Create Outline <br />
  22. 22. Students Create Final Sentences <br />
  23. 23. Students Create Draft & Final<br />
  24. 24. Students Create Draft & Final<br />*details: expansions of 5W + H<br />*level: greatest-least importance<br />details<br />
  25. 25. Students Create Draft & Final<br />5 W + H<br />Who?<br />What?<br />How?<br />
  26. 26. Story-Mapping<br />
  27. 27. Story Mapping Example<br />
  28. 28. Story Mapping In Action<br />
  29. 29. Story Ideas<br />
  30. 30. Story Ideas<br />
  31. 31. Error Correction & Grading<br />
  32. 32. PART 4:HOW IS THE STUDENT NEWSPAPER PRODUCED? <br />
  33. 33. Headlines <br />
  34. 34. Headlines <br />
  35. 35. Headlines <br />
  36. 36. Headlines<br />
  37. 37. Headlines<br />
  38. 38. Story Layout<br />avoid carry-over stories, grey pages<br />modular facilitates layout.<br />Goal: draw reader into each story through these elements<br />
  39. 39. Story Layout<br />modular: no carry-over,<br />prevents gray blocks <br />
  40. 40. Story Layout<br />headline<br />byline<br />text<br />graphic<br />
  41. 41. Story Layout<br />
  42. 42. Story Layout<br />
  43. 43. PAGE LAYOUT<br />
  44. 44. Page Layout<br /><ul><li>important stories above fold line, 1 central story</li></li></ul><li>Story Layout<br />left-right movement <br />
  45. 45. Page Layout<br />avoid top-bottom movement!<br />
  46. 46. Page Layout<br />rule <br />adjacent<br />headlines<br />
  47. 47. Page Layout<br />double truck; off-center alignment; magazine look<br />
  48. 48. Page Layout<br />double truck close-up; impromptu photo shoot<br />
  49. 49. Page Layout<br />double-truck, off-center, easier reading<br />
  50. 50. Page Layout<br />banner (logo, nameplate) at top<br /><ul><li>reflects character of newspaper and organization
  51. 51. largest font size (72+)
  52. 52. runs width of page
  53. 53. volume, issue and date
  54. 54. consistency to issues</li></li></ul><li>Page Layout<br />
  55. 55. Page Layout<br />
  56. 56. Page Layout<br />essential:<br /><ul><li>volume, issue #
  57. 57. location of school
  58. 58. editorial page</li></ul>optional:<br /><ul><li>logo
  59. 59. founding date
  60. 60. editor(s)
  61. 61. complete address</li></ul>space is adjustable<br />
  62. 62. Page Layout<br />folio line – continuity among issues<br />essential:<br />newspaper name<br />volume & issue<br />page number<br />optional:<br />date, section, logo<br />
  63. 63. Page Layout<br />
  64. 64. Page Layout<br />
  65. 65. Page Layout<br />software recommendations<br />GIMP<br />free, allows creativity<br />
  66. 66. Production<br />find best printer / budget; consider outcome <br />
  67. 67. end of semester, school year so students can show most advanced abilities.<br />When to Publish?<br />
  68. 68. PART 5: HOW DO STUDENTS BENEFIT FROM THE NEWSPAPER PROJECT ?<br />
  69. 69. Benefits to Students<br />necessary, convince decision-makers<br />*<br />
  70. 70. Benefits – English Language<br />
  71. 71. Benefits – English Language <br />
  72. 72. Benefits – English Language <br />
  73. 73. Benefits – English Language <br />65TH<br />56TH<br />J – better than 64 %<br />J – better than 58 %<br />
  74. 74. Benefits – English Language <br />HIGH SCHOOL GPAs, SR YEAR <br />3.52<br />3.42<br />3.29<br />
  75. 75. Benefits – English Language <br />GPA, FRESHMAN ENGLISH CLASS<br />3.05<br />
  76. 76. Benefits – Personal Skills<br />Personal Skills <br />
  77. 77. PART 6: WHAT CONCEPTS ARE RELEVANT TO THE NEWSPAPER PROJECT?<br />
  78. 78. Relevant Concepts <br />
  79. 79. Relevant Concepts<br />;<br />.<br />
  80. 80. Relevant Concepts<br />
  81. 81. Relevant Concepts<br />
  82. 82. Relevant Concepts<br />
  83. 83. Summary<br />
  84. 84. Thank You !<br />
  85. 85. Dunaway, M., Mersmann, M. & R. Steel (1999). A guide for teaching. Middle/junior high school journalism curriculum. Journalism Education Association: Manhattan, KS.<br />Dvorak, J. & Choi, C. (n.d.). High school journalism, academic performance correlate, downloaded July 12, 2009 from www.aejmc.org/topics/wp-content/uploads/2009/10/Dvorak.pdf.<br />Egbert, J. & Hanson-Smith, E. (1999). CALL environments. Research, practice and critical issues. Teachers of English to Speakers of Other Languages: Alexandria, VA.<br />Feden, D. P. & Vogel, R. M. (2003). Methods of teaching. Applying cognitive science to promote student learning. McGraw-Hill: Boston.<br />Ferris, D. R. (2002). Treatment of error in second language student writing. University of Michigan Press: Ann Arbor.<br />References<br />
  86. 86. Harrower, T. (2008). The newspaper designer’s handbook. McGraw-Hill: Boston.<br />Levin, M. (2004). Kids in print. Publishing a school newspaper. Morris Publishing: Kearney, NE.<br />Osborn, P. (1998). School newspaper adviser’s survival guide. John Wiley & Sons: San Francisco.<br />Roblyer, M. D. (2003). Integrating educational technology into teaching. Pearson Education: Upper Saddle River, NJ. <br />Swales, J. M. & Feak, C. B. (1994). Academic writing for graduate students. A course for nonnative speakers of English. University of Michigan Press: Ann Arbor.<br />The ACT (n.d.). Downloaded February 2, 2010 from www.actstudent.org.<br />Todd, L. (1987). An introduction to linguistics. Pearson: Essex, England.<br />References<br />
  87. 87. 1. Punctuation: Use and placement of commas, colons, semicolons, dashes, parentheses, apostrophes, and quotation, question, and exclamation marks.<br />Appendix A: ACT-Type Punctuation Question with Correction<br />
  88. 88. 2. Grammar: Adjectives and adverbs, conjunctions, and agreement between subject and verb and between pronouns and their antecedents.<br />Appendix B: ACT-Type Grammar Question with Correction<br />
  89. 89. Appendix C: ACT-Type Sentence Structure Question with Correction<br />3. Sentence Structure: Relationships between/among clauses, placement of modifiers, and shifts in construction.<br />
  90. 90. Appendix D: ACT-Type Organization Question with Correction<br />4. Organization:Order, coherence and unity<br />
  91. 91. Appendix E: ACT-Type Strategy Question with Correction<br />5. Strategy: Appropriateness of tone in relation to audience and purpose; and strengthening of writing with appropriate supporting material.<br />
  92. 92. Benefits – English Language<br />6. Style: Precision and appropriateness in the choice of words and images, rhetorically effective management of sentence elements, avoidance of ambiguous pronoun references, and economy in writing.<br />

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