Information for ESL Lab Instructors
The information on
this page is for ESL instructors who are scheduled to work in
the ESL Lab.
ESL Lab Courses:
ESL 342L, 344L, 312L, 302L, and 91L are required for ESL 342, 344, 312,
302, and 91. Students who do not pass the parent course or who have
not fulfilled their lab requirements will not pass the
ESL 194 is the
recommended lab course for all other ESL courses. Students who do not pass
the parent course may pass the lab course if they have fulfilled their lab
requirements. They will not need to repeat an optional lab.
All lab courses
are open entry. Students never need an add code to
enroll in lab sections. They may enroll well into the semester on
WebReg, by phone, or by going to A&R.
2011, ESL Lab instructors will be assigned lab sections that correspond
with the courses they are teaching. You will be asked to activate the
Moodle page for the lab section(s) assigned to you and correspond with
course instructors teaching the same course to request recommended lab
assignments. Please then post the recommendations
and/or make your own.
Working in the
Please wear your
ID badge, which lets students know you are the instructor on duty.
Leave it in the
designated drawer at the instructors' desk so it will be there the next time you
Your lab hour is
not an office hour, so please assist all students on a first come-first
served basis. Please check the sign-in sheet when you arrive to see if
students are waiting.
Please speak softly
and minimize all non-instructional chatter. Maintain a quiet study
environment at all times.
Remain on the
lab floor during your assigned time and circulate often when not
conferencing with students. Take the initiative in seeking out students
who may need help.
yourself with the ESL Lab Booklet so that you will be familiar with the
scope and sequence of lab software programs. Recommending a specific
program and chapter will give students targeted practice.
common editing symbols in marking student papers so that students become
familiar with standard editing codes. Codes for Common Writing
Errors with Explanations and Examples is available in the lab.
You can then lead students to related exercises on
San Jose Writes Edit Grid
Instructional Assistant is absent and the lab is short on student help, please be aware
that students may request and return lab materials to you.
should encourage students to come to the lab in small groups for
assistance on common language issues. If students come together and ask
for an impromptu workshop, please work with the group for a brief period
and individuals can conference with Diane.
Try to spend no
more than 15-20 minutes reviewing a paper with a student. A second draft
should be required before the same student seeks help a second time.
At the end of
the semester, you will be required to enter grades on WebReg for your
assigned lab sections.
Feedback on Paragraphs and Essays:
A lab conference should
always be student directed, but "Correct
my grammar" is a non-starter. Ideally, students should come to the session
with the following information:
"I am writing a
paragraph (or essay) for ESL XXX. My topic is XXX. I am having difficulty
with X, Y, and Z." Then the lab instructor can pick up with X, Y, and Z
and anything in between. Until students learn that this is the right
approach to a lab conference, how should lab instructors proceed?
Ask if the draft at hand a first,
second, or third draft?
If the paper is a
rough draft of a paragraph, read it quickly for overall content and organization. The student may benefit
from a "talk-through"
of the topic and purpose of the assignment in order to focus on a clear
subject and controlling idea. If the paragraph is poorly developed, suggest guiding questions or an expanded outline to generate support.
Ask to see the student's outline or writing plan. Limit the conference to global issues at this
stage of the writing process. Outline samples are available in
rough draft of an essay, discuss the thesis and whether the body
paragraphs support the subtopics in the thesis. If not, what needs to
change, the thesis or a specific body paragraph? Does the thesis
use academic words and are the subtopics phrased in parallel form?
Are the body paragraphs balanced with sufficient support in each?
If not, what ideas need further development or explanation? The
student may also need assistance with techniques for writing
introductions and conclusions. It is then the student's responsibility
to do a thorough revision. Aside from commenting on the most
salient grammar or word choice errors, tell the student
these types of errors will need greater attention in a second draft.
For second and
third drafts of paragraphs and essays, continue to give priority to
global issues: content and organization. Are the parts of the paragraph
or essay well connected with logical transitions and sentence order. At
this stage, selectively focus on local issues such as
sentence variety and effectiveness; tense consistency;
agreement/number errors in verbs, nouns, and pronouns; incorrect use of
verbals; word choice and
word form errors. Ask the student to find, circle, and correct such
errors and underline any fragments,
run-ons, or comma splices that may be present.
Suggest a strategy
for detecting two or three of the student's most common errors and engage the student in
making the correction and tracking his/her errors. An editing sheet is available in the lab for this
insights on the student conference, please watch this Power Point
Benefiting Most from a Writing Tutorial from Purdue's OWL. If you
are a writing instructor, please consider how you can prepare your
students to prepare themselves for conferencing with an instructor in
the ESL Lab!
Thank you for your assistance to
students in the ESL Lab!