ohio tesol board

Autumn 2010 httpohiotesolorg Vol 3 No 1

Conference Information page 5

Information Literacypage 8

Teaching Grammar in Contextpage 12

From Zero to Essay in One Week - page 16

Irsquoll Rewrite Yours If You Rewrite Mine - page 19

Ohio TESOL Award Nomination Forms - page 24

Ohio TESOL BoardExecutive Committee - Voting MembersPresidentGloria Gilletteglorianeableorg

First Vice PresidentChristina Terrellchristinaneableorg

Second Vice PresidentBeverly GoodGoodBwestervillek12ohus

Interest Section RepresentativesK-12Betsy WoodcellingecolumbusrrcomVicki Burlingamevburlingcolumbusrrcom

Post SecondaryHigher EdDawn Bikowskibikowskiohioedu

Adult and Refugee ConcernsCarol Kirwincakirwingmailcom

Research Teacher Ed Applied LinguisticsMartha Castanedacastamemuohioedu

Advisory Board - Non-Voting MembersTreasurerElana Hohlelanahohlmindspringcom

Recording SecretaryJill Kramerkramerjillsbcglobalnet

Past PresidentBrenda Custodiobcustodicolumbusk12ohus

Membership CoordinatorDavid Smithdlsmith1maccom

Advisory LiaisonsAdvocacyDon Beckdbeckfindlayedu

OFLA LiasonsLillian AckerackerlilaolcomTeri Mandelltmandellinsightrrcom

ODE Lau Resource Center LiaisonsDan FleckdanfleckodestateohusAbdinur Mohamudabdinurmohamudodestateohus

CommitteesAwards and GrantsBarb Wookeywookey4osueduBrenda Custodiobcustodicolumbusk12ohus

2010 Conference ChairsElana Hohlelanahohlmindspringcom Jill Kramerkramerjillsbcglobalnet

Professional Development CoordinatorBarb Wookeywookey4osuedu

Communications Team

Web ManagerMike Dombroskimd108091ohioedu

Journal Editors Content Brenda RefaeibrendarefaeiuceduLayout Chris Hillhill880osuedu

Listserv ManagerBob Eckharteckhart5osuedu

Publisher Liaisonvacant

This yearrsquos conference will be in downtown Columbus

Ohio TESOL Journal is published three times a year by Ohio TESOL The deadlines for the next three issues are December 15 (Winter issue) March 15 (Spring issue) and August 15 (Autumn issue) Ohio TESOL is not responsible for any opinions expressed by contributors to the Journal Submissions accepted for publication may be edited and republished on our website and in other mediaPhoto credits Toby boyce (front cover) Steve Grant (page 2) Jonathan Ruchti (page 3) Liang Jin Jian trdesignr Jennifer Pauley Chris Althof (page 4 clockwise from top left) Lize Rixt (page 7) Mike Dombroski (page 15) Chappy14 (back cover)All of the links in the electronic version of Ohio TESOL Journal are live even if they are neither blue nor underlined Give them a try If yoursquore reading a paper copy type them into your browser

Ohio TESOL Journal -- Volume 3 Number 12

httpohiotesolorg 3

From the Editor

Ohio TESOL Journal is a rich resource for ESL practitioners and researchers across the state of Ohio I am honored by the opportunity to work with contributors to develop their articles for publication in the Journal Our profession is strengthened when we share what we have learned with others One excellent way to share your expertise is to write a short arti-cle for Ohio TESOL Journal Articles can be from one to four pages long so they are not too challenging for a busy professional to write You can also share your experiences with books websites and other teaching materials Journal readers would love to know what teaching materials you have found to be most effective and which ones are not helpful for student learning These reviews of teaching materials are generally one page I would like to encourage anyone with an idea for an article to email me so we can begin working to get it published If you would like to hear more about the Ohio TESOL Journal I will be giving a pre-sentation on turning conference presentations into journal ar-ticles at our November confer-ence I look forward to seeing you there on November 12-13 2010

By Brenda Refaei


Ohio TESOL 2010 Conference Information

Ohio TESOL 2010 Conferencein conjunction with the Lau Resource Center

November 12 and 13 2010Hyatt Regency

Columbus Ohio

Circle the datesmdashFriday and Saturday November 12-13mdashfor the 2010 Ohio TESOL Con-ference in conjunction with the Lau Resource Center We have finally outgrown our venue and this year will be moving to the Hyatt Regency in Downtown Columbus to bet-ter accommodate our attendants and our growing number of publishers and vendors

Our featured speaker Dr Kate Kinsella will speak on teaching academic language There are 88 sessions as well as poster sessions New this year is a scheduled networking time on Friday afternoon Watch the website (httpohiotesolorg) for more information Registration will open in mid September

Visit the Ohio TESOL website for detailshttpwwwohiotesolorg


httpohiotesolorg 5


Re-Imagining TESOL The Boston TESOL Conference

If you missed the National TESOL Conference in Boston you missed a real treat With over 12000 participants and several hundred presenters the Boston Convention Center was bustling with ac-tivity There were so many great sessions that it was hard to choose which one to attend

One of my favorite presenters was our very own Kathleen Olson Her sessions Classroom Ac-tivities Based on Current Brain Research and In-corporating Body Movement Activi-ties to Increase Re-tention and Learn-ing were filled to capacity with many standing outside the doors taking notes I left Kathleen Olsonrsquos sessions with a myriad of new ideas One impor-tant aspect that she discussed was the importance of visual learning Did you know that 80 of all learning is visual And yet most of our teaching is delivered through oral and auditory channels Ms Olson gave several great ideas for incorporating visual learning into the ELL classroom regardless of age For example she discussed using the bi-zarre Students will remember what is bizarre and peculiar I tried this approach and guess what It worked I paired my middle school students with a student who did not speak the same language I told the pairs to discuss an animal story with the partner Bear in mind that this didnrsquot have to be a story about a pet Many of our students come from cultures that donrsquot easily embrace the human-ani-mal love bond any animal story would do I start-ed by telling a very bizarre story from my child-hood the time a chimpanzee slapped my father across the face As I told the story I drew pictures on the board The drawing that revealed my fa-therrsquos utter surprise along with bloody scratches

By Karen DePinto

was the drawing that students enjoyed the most All students laughed when I told my story All students understood Furthermore all students laughed as they shared with their partners Then I asked each pair of students to share (with class-mates) what story the other student had told This also gave them a chance to practice telling a story from another point of view and with grammar changes Students willingly shared Many of their stories were also fairly bizarre Even now months

later students still mention the chim-panzee story

Ms Olson discussed the use of color in teaching The brain

remembers color according to Ms Olson ldquoYou will see improvements in memory by using col-orrdquo she stated She gave an example of using vari-ous colored highlighters when teaching a gram-mar lesson She suggested allowing students to highlight different parts of speech However it is important to keep using the same color each time you teach a particular part of speech For exam-ple if you teach students to highlight the subject of each sentence with a yellow highlighter the students should always use yellow to highlight the sentence subject Donrsquot change colors or the stu-dents will become confused I tried this technique when I was teaching grammar Students were con-fused by the differences between past tense pres-ent perfect present perfect continuous and the passive voice When I asked students to highlight ALL past tense verbs in yellow and ALL present perfect verbs in pink the light bulbs started turn-ing on and they understood When I added a blue highlighter for present perfect continuous they understood When students took their next gram-mar test all scores were significantly higher

The 45th Annual TESOL Convention and Exhibit will be held in New Orleans Louisiana March 17ndash19 2011

httpohiotesolorg 7

Ms Olson discussed the importance of using graphic organizers with students of all levels The graphic organizers help students to see what they need to know and how they need to write it Ad-ditionally it allows them to experience success in their writing by involving phrases (instead of sentences) and fewer words Professor David Byrd from Weber College (Ogden Utah) gave an in-depth presentation that discussed the use of graphic organizers In his session (Making Pre-writing Communicative and Fun in the Secondary Classroom) Dr Byrd provided several different examples of graphic organizers for ELL learners and the specific applications to content learning

Another valuable session was given by Profes-sor Joye Smith-Munson (City University of New York) This session discussed the teaching of grammar a subject that has been debated often in ELL circles In her session Dr Smith-Munson provided recent research about this hot topic along with several practical teaching ideas

Putting all the great workshop sessions aside Re-Imagining TESOL was a wonderful avenue for net-working It was so encouraging to meet other col-leagues share ideas of over lunch and exchange email addresses

If you missed Re-Imagining TESOL in Boston you missed out on a wonderful event However you can avoid making this same mistake twice TESOL New Orleans is scheduled for March 2011 Hav-ing met and worked with the individual who will be coordinating the event I am confident that it will be a huge success

Karen DePinto teaches middle school ELL stu-dents through Huber Heights City School Dis-trict just north of Dayton She also helps to co-ordinate the ELL program for the Huber Heights elementary schools She is an adjunct instructor at Wright State University and Sinclair Commu-nity College Her interests include writing ski-ing horseback riding and traveling

Including Information Literacy in ESL Writing Classes

Students today have a dizzying number of sources for information Books television radio inter-views with experts webpages audiofiles and oth-er sources move in and out of their attention span How can students determine which sources are useful reliable and academically sound Critical thinking skills are needed by all students College and university students of all ages seek to select gather and use informa-tion in the pursuit of their studiesmdashnot just for get-ting the credit for the im-mediate class but also for the future Thus building lifelong information lit-eracy strategies and skills should be part and parcel of a writing class

What is information literacy

An academic librarianrsquos definition of information literacy is ldquoInformation literacy is a set of abilities requiring individuals to lsquorecognize when informa-tion is needed and have the ability to locate eval-uate and use effectively the needed informationrsquordquo (Association of College and Reference Libraries (ACRL) 2000 p 2) ACRL further notes that it is incumbent upon universities to develop lifelong learners through the use of high instructional standards Native speakers often benefit from in-formation literacy training becoming more effec-tive and efficient information consumers Know-ing how to search for and evaluate information becomes a tool for university assignments and later for all other information needs

Another definition of information literacy incor-porates knowledge of computer operations and

By Susan Gilfert

usage eg ldquoa new liberal art that extends from knowing how to use computers and access infor-mation to critical reflection on the nature of in-formation itself its technical infrastructure and its social cultural and even philosophical context and impactrdquo (Shapiro amp Hughes 1996 para 13) Any information literacy training prepares the learner to access and use the enormous amount

of information available to her or him

If native speakers benefit from information literacy training how much great-er a benefit would accrue to non-native speakers of English How can stu-dents who are studying in

a foreign language determine the veracity and re-liability of information when they do not have the assurance and experience of the native speaker ESL students have as strong a need to master in-formation literacy as any native speaker

Experience shows that ESL students tend to be-lieve too much of what they see in English on the computer screen Asking students to reflect on whether they would believe this information if it were in their native language occasionally helps ESL students to realize that not all information from the Internet is reliable or useful In ESL classes students are taught language skills not necessarily research skills Where or from whom can ESL students learn how to research

Information literacy and ESL

Information as noted previously comes from a variety of sources The computer and the Internet


Building lifelong information literacy strategies and skills should be part of any writing class

are huge boons to researchers and students every-where Most students today consider themselves skilled in using a computer and in finding infor-mation on the Internet How is this skill demon-strated

In a 2007 study by Williamson Bernath Wright and Sullivan the findings were that students preferred online sources us[ing] the Internet and the libraryrsquos intranet to search online and hellip print resources from their own and other university libraries Factors influencing behavior included convenience speed and time restrictions knowl-edge of services and sources and course require-ments (ldquoSource Use in the Information Agerdquo para 2)

However research has noted that many students starting college in fact are not able to use online sources effectively including not being able to identify credible andor unbiased sites (Foster 2006) One solution to this problem is ldquocollabora-tion between librarians and English as a Second Language (ESL) instructors in course develop-ment evaluation and assessment strengthens learning outcomes for ESL studentsrdquo according to a study from Conteh-Morgan (as cited in Wil-lis amp Thomas 2006 p 237) Librarians are often willing co-teachers for imparting research skills in any context

At Ohio University in the US Bagnole and Miller (2003) report on a course taught specifically for ESL students which is modeled on a course taught to native speakers at Ohio University Bagnole and Millerrsquos course is separate from the native speakersrsquo course Bagnole and Miller use an ESL classroom to teach research skills The course is specifically structured with ESL students learning about both print and electronic sources how to search effectively in databases and how to create and effectively use a bibliography among other research skills

Context

Elements of Bagnole and Millerrsquos (2003) course were folded into a writing course for high-level students in the Ohio Program of Intensive English (OPIE) at Ohio University Most of the students in

the class had spent several quarters in OPIE The course level is for the highest ESL level at Ohio University most of the students in the class were taking some academic classes for credit The next step after the Writing class level is full-time aca-demic study The assignment of a research paper was the final module of the course Students wrote personal essays reflective essays based on read-ing a newspaper or magazine article interviews and curriculum vitae earlier in the course Each previous assignment was given a week for first-draft and final-draft work

Finding Sources

All students (not just ESL students) get their in-formation from a variety of sources which may or may not be reliable

bull Personal knowledgebull Internet (including email from friends who know something about field social networking sites websites and weblogs)bull Books and printed materialbull Surveysbull Interviewsbull Gossip

I determined from previous classroom work that these students were able to find books from the library and could find information of varying reli-ability on the internet But these students did not seem to know about using library databases The library at Ohio University includes databases from major subscription providers such as ProQuest and EBSCO These databases provide articles in electronic format which were either originally printed in reliable journals or were born digitally but in reliable and verifiable e-journals In this course 2 additional library sessions were devoted to exploiting library databases particularly for journal articles One class session was taught by an academic librarian and the other session was completely devoted to treasure-hunting in the li-brary databases Assignments in writing summa-ries were given in preparation to a research pa-per

httpohiotesolorg 9

Evaluating information

Most students are unfamiliar with research writ-ing Providing students with examples of research writing is a necessary step As a class we read a short research paper together to get a better idea of the final product Students should be advised of concepts such as writing with an objective tone and creating a complete citation of sources both in-text and in a reference list or bibliography Non-verifiable sources were not permitted as cit-ed sources If the student could not identify an au-thor the source was not allowed for the research paper assignment

Because students often get their information from the internet it is important to show that websites can have bias and equally important to show stu-dents how to evaluate websites We looked at hate websites such as

httpmartinlutherkingorghttpcreativitymovementnetindex1htmlhttpstormfrontorgforumhttpgodhatesfagscomhttparyannationsorg

to discuss the bias Further ideas are available from many academic librariesrsquo websites the Pur-due University Librariesrsquo website is particularly useful for its large number of examples (httpwwwlibpurdueedurguidesstudentinstruc-tionevaluation)

After learning about library databases and reading through example research papers the students chose research topics and wrote research papers Each section of the paper (introduction literature review application conclusion) was submitted twice (first-draft and final-draft) While students were using class time to find information sources andor compose the paper the instructor con-sulted individually with each student as to how he or she was feeling about hisher progress in the research process The reference list was a work in progress as students wrote their papers they found new information every week which was cy-clically folded into the research paper

Conclusion

The structure of curricula at Ohio University in-cludes basic writing courses for all students in-cluding several research papers in the assign-ments However the pace of these courses is quite rapid Writing a research paper in earlier course-work gives the ESL student confidence because doing research is no longer a totally new process The results of folding information literacy into this writing course were satisfactory Students wrote reasonably coherent papers using sources which were mostly well documented The practice obtained in this classroom experience will serve the students well as they go forward in their aca-demic career

Discuss this article online now httpohiotesolorgmodforumviewphpid=168

Susan Gilfert currently teaches English in Japan Her email is ctg17208kwanseiacjp


httpohiotesolorg 11

ReferencesAssociation of College and Research Libraries (2000) Information Literacy Competency Stan-dards for Higher Education Retrieved from httpwwwalaorgalamgrpsdivsacrlstandardsstan-dardspdf

Bagnole J amp Miller J (2003) An interactive infor-mation literacy course for international students A practical blueprint for ESL learners TESL-EJ 6(4) Section A 1-17

Foster A (2006) Students fall short on lsquoinforma-tion literacyrsquo Education Testing Servicersquos study finds Chronicle of Higher Education 53(10) Sec-tion A p 36

Purdue University Libraries (2009) Research guides Evaluation Retrieved from httpwwwlibpurdueedurguidesstudentinstructionevalu-ation

Shapiro J amp Hughes S (1996) Information literacy as a Liberal Art Enlightenment proposals for a new curriculum Educom Review 31(2) 31 Retrieved from httpwwweducauseedupuberreviewreviewarticles31231html

Williamson K Bernath V Wright S amp Sullivan J (2007) Research students in the electronic age Impacts of changing information behavior on information literacy needs Communications in Information Literacy 1(2) Retrieved from httpwwwcomminfolitorgindexphpcilarticleviewFall2007AR148

Willis C amp Thomas W (2006) Students as audi-ence Identity and information literacy instruc-tion Portal Libraries and the Academy 6(4) 431-444

Teaching Grammar in Context

The mere mention of grammar often fills language students with dread Visions of memorizing rules incessant drills and verb conjugations permeate the mind and often inhibit learning before it has even begun Linguists pedagogues and curricu-lum developers have debated the merits of vari-ous approaches to grammar instruction as they have attempted to answer the questions Should grammar be taught And if so how (Ellis 1992) Biber et al (1999 p 13) define grammar as ldquothe system which orga-nizes and controls (hellip) form-meaning relationshipsrdquo As a result grammar is the underlying ele-ment in all language production

The alternation be-tween ldquoprescriptiverdquo and ldquodescriptiverdquo uses of language has been a ldquohot topicrdquo for many years in most areas of language study The field of sec-ond language teaching has evolved from a more prescriptive traditional framework towards a de-scriptive real-life approach with the goal of pre-paring students to communicate using authentic language Traditional grammar instruction was based on Latin and Greek models involving the memorization of definitions and the identifica-tion of sentence parts This eventually led to the Grammar-Translation method of language teach-ing which remained popular for decades Ben-jamin (2007 p 7) states that as a result of this pedagogical approach most of us were taught language ldquofrom the outside in off of a chalkboardrdquo and then we applied the language to texts and ma-terials only as a secondary step This notion has prompted Meyer et al (1990 p 66) to observe that ldquogrammar is very often taught but very sel-

By Jody Ballah

dom learnedrdquo In order to avoid the separation of grammar instruction from other components of a course such as reading writing vocabulary and literature new methodologies have attempted to integrate grammar study within the context of au-thentic documents

Although much of the grammar in textbooks is still presented as isolated individual forms out of context students must nevertheless often

use these books to achieve communica-tive competence as their learning out-come The onus is thus on the teacher to expose students to authentic mean-ingful examples of language use Nu-

nan (1998 p 102) states that unless learners are provided with ldquoopportunities to explore gram-matical structures in context (hellip) learners are denied the opportunity of seeing systematic rela-tionships that exist between form meaning and userdquo In fact so strong is the connection between grammatical form and function in genuine com-munication that students must be taught that appropriate grammatical choices are made in the context of the utterance In this way separating a grammatical structure from its context in order to simplify or isolate it for the purposes of facili-tating instruction has the opposite effect and in fact makes it more difficult for learners to use the grammar in communicative situations

Additionally much research has been conducted in the area of second language acquisition and how it relates to first language acquisition The notion of context has always been important in theoreti-


Although much of the grammar in textbooks is presented out of context students must nevertheless use these books to achieve communicative competence

cal empirical research and consequently if the classroom is meant to replicate the condition of natural language use the context of language in-struction is crucial (Meyer et al 1990) A student cannot be expected to produce ldquoreal languagerdquo outside of the classroom after being taught in a contrived environment removed from authentic situations and language

Nunan (1998 p 104) believes learners should become ldquoactive explorersrdquo of language through inductive learning in order to understand the re-lationship between form and function and to ex-press different meanings using different forms A good example of this point is found in the use of the present tense in English which can alter-natively express both past and future actions in addition to present situations Without a context for these forms meaning and use are irrelevant Learners therefore become informed in their choices of grammatical structures and likewise empowered in their ability to use language mean-ingfully Adult students in particular benefit from the explicit connection between form and func-tion as the wealth and breadth of adult experience naturally places a context in every sphere of learn-ing In a similar comparison Benjamin (2007 p 6) encourages students to become ldquoeducated ob-serversrdquo of a text in order to not only observe and analyze grammatical structures in context but also to enjoy the text and consequently the learn-ing process as a whole

In order to accomplish meaningful grammar in-struction many educators advocate a task-based learning approach (TBL) where language struc-tures emerge naturally from the authentic lan-guage used by students during the completion of a task (Harmer 2007) In this way grammar is taught not simply for its own sake but instead as a tool to improve and enhance communication in a real world setting The context thus provides the purpose for the language and students are immediately able to see the relationship between form function and use

Despite the popular trend to abandon traditional styles of grammar teaching in favor of an authen-tic contextualized pedagogy Dean (2008 p 20) maintains that we should not completely aban-

don explicit grammar instruction as ldquowe do our students a disservice not to inform them of the standards and rules of English that they might be judged byrdquo In this respect grammar should not be any less important today than it was in past de-cades Instead it must occupy a more meaningful position in language curricula Benjamin (2007 p 6) insists that ldquowe shouldnrsquot relegate grammar in-struction to the margins or reduce it to little tricks and mnemonicsrdquo Grammar should be integrated regularly into the language classroom in authentic situations so as to debunk any negative associa-tions and instead highlight its advantages in im-proving communication Furthermore deliberate focus on form instruction is a necessary compo-nent to a lesson in order to avoid fossilization to improve accuracy and to relate form to meaning This does not mean however that grammar in-struction has to be drudgery or without authentic use it should be a part of the lesson not the en-tire lesson In fact Dean (2008 p 21) further ob-serves that if we teach students the difference be-tween prescriptive and descriptive language use they will become critical thinkers about language issues and thus be able to adjust their learning to the real world It is perhaps towards this balance of authentic inductive discovery learning com-bined with a focus on form that grammar can best be taught in the second language classroom


Jody Ballah is a faculty member in French at the University of Cincinnati-Raymond Walters Col-lege She is a native of Canada and has taught both French and ESL in Canada France Mexico and the United States

httpohiotesolorg 13


ReferencesBenjamin A (2007) Engaging Grammar Urbana Illinois National Council of Teachers of English

Biber D Johansson S Leech G Conrad S amp Finegan E (1999) Longman grammar of spoken and written English Harlow UK Pearson Educa-tion

Dean D (2008) Bringing Grammar to Life New-ark USA International Reading Association Inc

Ellis R (1992) Grammar Teaching ndash Practice or Consciousness-Raising Second language acqui-sition and language pedagogy Clevedon UK Multilingual Matters 167-174

Harmer J (2007) The Practice of English Lan-guage Teaching Harlow UK Pearson Education Limited

Meyer J Youga J amp Flint-Ferguson J (1990) Grammar in Context Why and How The English Journal 79(1) 66-70

Nunan D (1998) Teaching Grammar in Context ELT Journal 52(2) 101-109

Images from the Ohio TESOL 2009 Conference

httpohiotesolorg 15

From Zero to Essay in One Week Building an Essay from the Ground Up

ldquoWhat does she wantrdquo These words from a frus-trated international student haunt me I was an undergraduate English Fellow and we had been assigned to work together in an advanced writ-ing theory class I loved the class I knew exactly what the instructor wanted and had a great time bringing my writing into line with what she had in mind I polished my writing until it was excellent and learned a lot in the process Unfortunately my non-native English-speaking counterpart had no such love for the class Why The instructor had not been explicit about what it was that she wanted ndash about what great writing was in the United States It was not until I some-how managed to ex-plain what the instruc-tor wanted that my non-native colleague relaxed and was able to demonstrate how truly proficient and analytical she actually was

That was almost twenty years ago but the issues our writing students face remain the same Many come from cultures with very different ldquorulesrdquo about what good writing is The challenges they face here include the use of deductive versus in-ductive reasoning the use of specific examples over generalization and repetition and the differ-ing roles of writer and reader American second-ary and tertiary instructors generally prefer that academic writing contain an explicit thesis topic sentences and detailed examples with sufficient explanations and transitional expressions to show how everything is related Nothing is to be left to the readerrsquos imagination This is not however how our students are accustomed to writing-- if they are accustomed to writing at all Yet if we want them to become proficient academic writers

By Heidi Wright

this is the challenge we must meet We as writing instructors need to explain the ldquorulesrdquo of Ameri-can academic writing in an extremely clear man-ner and provide students with a set of guidelines and procedures that will enable them to showcase their knowledge and opinions in the way that in-structors expect Only then will non-native stu-dentsrsquo true abilities and talents be recognized

This article details the parts and usage of one such teaching method Its objectives are twofold a)

teach six-paragraph argumentative per-suasive essays (parts purpose and format) to a heterogeneous group of students and b) reduce the stress associated with the

writing process It is shown as providing a com-plete 25 page first draft in seven days (with a two-hour class period and homework) but can also be drawn out over a longer period if needed Appro-priate for native and non-native students with some previous paragraph level writing experi-ence this series of assignments serves as the first week foundation for every academic writing class I teach I simply change the prompt

The writing process

Day 1 Using the prompt to discover the type of essay required examining the purpose of argu-ment creating thesis statements brainstorming both sides of the issue

Day 2 Distinguishing between general and spe-cific ideas writing body paragraphs (topic sen-tences and supporting ideas only) outlining


Many writing students come from cultures with very different ldquorulesrdquo about what good writing is

(trees) making a plan of development maintain-ing parallelism

Day 3 Adding specific examplesdetails writing concluding sentences for body paragraphs typing vocabulary (margins spacing indenting fonts font size) and essay formatting

Day Four Building counterargument and refuta-tion (CAR) paragraphs adding transitions (coor-dinate conjunctions conjunctive adverbs and ad-verb clauses)

Day 5 Building CAR paragraphs continued cre-ating conclusion paragraphs using academic lan-guage

Day 6 Structuring introduction paragraphs in-venting creative essay titles ordering of para-graphs typing and formatting conventions revis-ited

Day 7 The completed first draft is ready You now have a set of clearly organized well-developed es-says to read and a confident set of students who understand a common set of writing vocabulary and conventions

This may seem quick but it does work A copy of the required student handout and a day-by-day PowerPoint of directions for instructors are avail-able at

httpohiotesolorgfilephp92009_confer-ece_infohandoutssession_ghtml

Guidelines for instructors

As you look over the day-by-day directions and use the handouts in class please keep these guide-lines in mind

1 Do not skip steps Even with advanced students doing so will create utter havoc and students will have to do a lot more rewriting (Trust me This system took three years of trial error and reflec-tion to produce)

2 Since this essay is to be without outside sourc-es choose a subjectprompt that students have a

lot of prior knowledge about so they wonrsquot need to mine the internet for information Some ideas Are computers beneficial to our society Should students be graded entirely on in-class exams Should the PbT TOEFL be used to evaluate inter-national students for admission to American uni-versities

3 Know what your goals are for the day tell stu-dents what they are and have the necessary pages and exercises at hand Have a few contingency ex-ercises ready as well When moving this fast orga-nization is key

4 Donrsquot assume that students know the concepts presented They may think they know but their definition of a term may be very different from what you have in mind This includes typing vo-cabulary and formatting conventions

5 Take the time to elicit pre-existing knowledge and answers from students but have your own set of answers prepared (This is especially true for the brainstorming list and examples)

6 Write correct answers and samples down Prac-tice writing ldquonewrdquo paragraphs such as the CAR paragraph on the board as a class Strongly en-courage them to take notes Remove all the guess-work

7 Have students read examples of what you want them to write aloud in class It is not a waste of time since students are not likely to read and ana-lyze it thoroughly it for homework Focus on the positive Have students read and analyze good essays so that they can internalize and emulate them in the future

8 Insist that students write things into the hand-out Have students type the body paragraph sen-tences (and others) with the labels in front of them to make readingediting easier for you if neces-sary

9 Do not present too much information at once Explain each step or type of sentence carefully and have students read it analyze it and try it for themselves before you move on Take breaks af-ter presenting new concepts to give them time to

httpohiotesolorg 17

digest and practice Work on something easy like transition words or academic language to allow them to breathe and come back to the new con-cept the next day

10 Verify that each student can successfully com-plete each step before you move on

11 Donrsquot be afraid to backtrack review and have students revise and rewrite as soon as you notice issues It is easier to rewrite small sections of a text than entire essays

12 Accept their confusion as a normal part of the learning process (See guideline 11) Tell them it is normal for them to feel this way Being forced to produce something concrete when you are uncer-tain is extremely stressful but doing it sentence-by-sentence does help alleviate stress because they know what is expected

13 Give very specific suggestions when asking students to revise ldquoNicerdquo and ldquogoodrdquo are nebu-lous ldquoSpecific Example-Thank yourdquo tells them what you liked The same is true for constructive comments Be sure that they are Explain what is missing and write leading questions that will help them create what is missing ldquoWhat negative emo-tions are students feeling while they are taking in class examsrdquo gives a clear idea of what you expect them to write

14 Reiterate as often as necessary that students must write the sectionsparagraphs as described as you want them Be picky Include all concepts covered in class on your grading rubric and give points for process and revision to encourage them If you do this and grade as objectively as possible they will come to trust you and will be happy to make revisions for you in the future

I do hope this system works for you and your stu-dents I would also appreciate your questions and feedback so I can continue to clarify the steps given


Heidi Wright is an instructor for the Ohio Pro-gram of Intensive English at Ohio University Her interests include using writing instruction to im-prove reading skills and clarifying the research writing process She is presently working on a research writing textbook for ESOL students


ResourcesWriting books to consider for exercises and ideas

College Writing Skills (available with or without Readings) ndash John Langan (McGraw-Hill)- for working with examples and details also great essays to analyze

Engaging Writing Paragraphs and Essays-Fitzpat-rick (Longman Pearson)- for working with introductions and conclu-sions

Gateways to Academic Writing Effective Sen-tences Paragraphs and Essays- Meyers (Longman Pearson)- some great essays to analyze

Great Essays- Folse Muchmore-Vokoun amp Vestri Solomon (Heinle Cengage)- similar format and ideas for prompts so students can move on to other rhetorical styles

httpohiotesolorg 19

Irsquoll re-write yours if you re-write minePure peer revision using sequential collaborative writing

Let another person to review my paper and re-vise my paper make the revision process have more fun

hellipto revise the work of another person is much more enjoyable

Introduction

Imagine if you could make revision funhellipor at least less boring The quotes above ndash from students in my Advanced ESL Com-position class at OSU ndash seem to indicate that itrsquos possible Hard to believe I know but true

Nearly everyone who teaches writing uses peer revision as a means to provide feedback and guidance during the writing process Ever since Kenneth Bruffeersquos seminal article Collaborative Learning Some Practical Models (1973) about the value of collaboration in the classroom teach-ers have realized students can make more signifi-cant and valuable gains through working togeth-er Although now peer revision may take the form of computer-mediated interaction typically peer revision means students working in small groups talking with each other and ideally giving each other meaningful feedback to improve their pa-pers (Lundstrom amp Baker 2009)

By Bob Eckhart

However not everyone has agreed on the value of peer review in L2 classrooms [Nelson amp Mur-phy 1992 as cited in Lundstrom] There could be many reasons to question non-native writers advising each other first would they be able to spot weaknesses in each otherrsquos writing second would they be able to articulate the weaknesses

to their classmates and finally would the classmate receiv-ing the feedback trust the classmate giving it enough to actually revise a subsequent draft accordingly

In order to confront these challenges I tried a new means of peer revision in

my advanced-ESL composition class requiring partnered students to exchange first drafts talk through the content of them and then write the final draft of each otherrsquos paper

Theoretical background

There are a few theoretical reasons why requiring students to actually revise and re-write another studentrsquos paper is better than simply asking them to give each other feedback and then rewrite their own papers According to Trena Paulus (1999) ldquoESL writers have been found to revise mainly on the surface-levelrdquo (p 266) From my experience with it students responding to other students of-ten look for mistakesmdashmisspelled words incor-

Itrsquos very interesting to read some-thing by a normal student of my age not a famous writer I think it is really helpful to exchange our works and revise it Try to imagine how boring it will be to read our own work again and again

rect article usage subjectverb disagreement etc This seems to be editing and not revisingmdashfixing not improving So my assignment forces one stu-dent to start with a piece of writing from a class-mate determine what the global issues are and then figure out how to make the paper better

Also ESL writers may ignore feedback from other students because they think a peer lacks qualifica-tions to help them (Rollinson 2005) In this case time spent on peer revision in class is a waste of time And not only is it a waste of time it becomes drudgery and students may begin to resent being there

In practice

I used this approach to revision in an advanced ESL composition class at Ohio State There were three assignments in the course 1) revising a re-flection journal into a final paper 2) writing a short (500-word) research paper and 3) writing a long (2000-word) research paper I used my version of peer revision whereby students revise a first draft written by a partner in assignments 1 and 2 though the process worked a little differ-ently in each

A Revising a partnerrsquos reflection journal

For the first assignment the students drew upon a set of three reflection journals they had already written about the book The Endurance Shackel-tonrsquos Legendary Antarctic Expedition They hand-ed over their three reflections to their partner who then chose one of them to read and rewrite Because we were reading this book as a class both writers were generally familiar with the text but were obviously unfamiliar with how the original writer was trying to personally relate to it

Students received the journals from their original writer on a Friday and had the weekend to choose one and attempt to revise it In class on Monday they shared their revision with the original writer Up to this point the revision work was mainly speculative But during class talking animatedly about their initial revision [See videos of the revi-

sion on the OTESOL Journal website] each stu-dent had the chance to get input from the original writer to gauge how well they stuck to their mes-sage So actually the original author was giving the new writer feedback on what had begun as their own work

After this 45-minute session each student went home and made a final revision and came to class on Wednesday with the original reflection piece the first revision and the final draft They sat with their partners reviewed each otherrsquos work and then submitted the papers After submitting them I asked each student to free-write for 10 minutes about this new approach to revision

B Short resource paper

After reviewing the questionnaires and taking into consideration how active and lively the class-room revision sessions were the previous week I decided to try this again I assigned each pair of students to write two research papers using the book The Endurance information from our class wiki and two outside sources

The first part of this process was for each pair of students to mutually agree on two topics Since each student had to write part of both papers it was important they found both topics interesting Next the students individually prepared their first draft They came to class on a Monday with this first draft and needed to explain it fully to their partner who was soon to receive it

At this juncture of the process students again in-teracted animatedly trying to figure out exactly what their partnerrsquos working thesis was what sup-port they had for it (I suggested that each student locate one outside source for each paper) and tried to work collaboratively to identify areas that needed improvement

When class was over each student left with a first draft written by hisher partner and had to spend the next few days finding another source clarify-ing what was originally said while strengthening it at the same time


httpohiotesolorg 21

Conclusion

Rewriting another personrsquos work is a novel way to approach the writing process Of my two classes of students (n=38) only 11 of them claimed to be good at revision before the term started As a re-sult of asking one student to actually write a re-vised final draft of a classmatersquos paper 35 indi-cated they understood the importance of revision more And ultimately 36 of them reported they were better at revising their own final research paper as a result of revising other peoplersquos papers earlier in the quarter

There are many reasons students donrsquot enjoy re-vision or appreciate the value of it and one of them is over-familiarity Writersmdashespecially ESL writersmdashspend hours if not days struggling over a piece of writinghellipand then their teacher asks them to rewrite and rewrite and rewrite It can be-come tedious Notwithstanding preliminary find-ings from my own two classes which suggest this manner of teaching revision does a resounding job of teaching its importance in the writing pro-cess this exercise whereby students rewrite each otherrsquos papers is a breath of fresh airhellipsomething new and exciting that students may actually en-joy


Bob Eckhart is the Listserv Manager for Ohio TESOL He has been teaching at OSU since 1993 Currently he teaches ESL for the College of Edu-cation Moritz Law School and Fisher College of Business he also teaches for the Department of English and the Office of Minority Affairs Bridge Program He can be reached at eckhart5osuedu

ReferencesBrufee K (1973) Collaborative Learning Some practical models College English 34 634-43

Lundstsrom K amp Baker W (2009) Journal of Sec-ond Language Writing 18 30-43

Nelson GL amp Murphy JM (1992) An L2 writ-ing group Talk and social dimension Journal of Second Language Writing 1 171-193

Paulus TM (1999) The effect of peer and teacher feedback on student writing Journal of Second Language Writing 8 265-289

Rollinson P (2005) Using peer feedback in the ESL writing class ELT Journal 59 23-30

Reflection of Different Chinese and Western Thought Patterns in Chinese and English Languages

With the rapid development in the Chinese econ-omy and its increasing communication with the western world more and more Chinese people come to the United States especially young men studying at universities and colleges They come from a different culture with their own language which is completely different from English and their own way of thinking It is clear that thought and lan-guage are closely re-lated Language helps to promote and pro-cess thought as well as make it more explicit A contrastive study of Chinese and Western pat-terns of thought can help us cultivate a sensibility about differences between Chinese and Western cultures and enhance mastery of the other lan-guage When teachers know the differences be-tween English and Chinese they will know what constitutes difficulties for Chinese students learn-ing English

1 Chinese holistic thinking and western individual thinking

The semi-closed geographical conditions and rela-tive stability of a natural agricultural economy for Chinese people cultivated an outlook of ldquobeing one with naturerdquo This belief gave rise to the philoso-phy of ldquoManrsquos Unity with Heavenrdquo which formed the basis of the Chinese dialectical thought pat-tern and emphasized the concept of the oneness of subject and object Unity is made up of com-ponents which are closely connected with each other which in turn give rise to holistic thinking

By Fenge Liu

On the other hand the Greeksrsquo living practice gave rise to western thinking patterns of ldquoopposi-tion between man and naturerdquo and the habit of seeking reason freedom stressing the function of individuality form and regulation so individual thought is one of main characteristics of western thought

Holistic thought in-clines to combine sep-arate parts of an ob-ject into unity while individual thought in-clines to disintegrate a unity into small parts

So Chinese thought pattern is synthetic while western thought pattern is analytic The manifes-tation of holistic thought and individual thought on languages is that Chinese language is hypo-taxis while English language is parataxis ldquoHypo-taxis means that the connection between words and clause is not realized by language forms or grammatical means but by internal logical re-lations and the implicit meaning of the context While parataxis refers to the fact that the connec-tion between clauses and sentences is realized by language forms or grammatical means so that the grammatical and logical meanings are shown clearlyrdquo (Lian 1993 p48) That is Chinese lan-guage attaches importance to coherence of mean-ing while English attaches importance to the co-hesion of language forms

Therefore Chinese employs fewer connectives signal words and pronouns to indicate the logical relationships among clauses and sentences in-stead it depends more on semantic connections The context and readersrsquo understanding and in-tuition to handle the sentence or the paragraph


Chinese employs fewer connec-tives signal words and pronouns to indicate the logical relationships among clauses and sentences

as a whole and work out what the author wants to convey by means of the internal relations and logical associations are important One might find that sentence structures Chinese learners make are incomplete since they tend to simplify gram-mar and neglect form So teachers need to en-hance studentsrsquo awareness of and use of syntactic and lexical devices For example Chinese English learners need to know that if they want to connect two clauses which have a logic meaning there should be a connective of some kind

2 The circular pattern of thought and the linear pattern of thought

Chinese patterns of thought are basically circular since the world is regarded as a circle and the uni-verse is round As a result in Chinarsquos more than 2000 years of feudal social system centralization of state power was kept and preserved in spite of shifts of different dynasties Centralization of state power made harmonious relations among people highly valued and people tend to cooperate and depend on one another In addition Confucian-ism was the doctrine that rulers through the ages in China turned to in order to run their countries The lsquoGolden mean of Confucianismrsquo was highly advocated The ldquoGolden mean of Confucianismrdquo attached great importance to the way of dealing with affairs to establish harmonious relations with others It gave rise to a collective-and-oth-ers-oriented culture The Chinese prefer circum-locution rather than opposing others directly and they tend to foreshadow what they really mean Therefore they put the theme in the center of a circle explaining it from different aspects

In contrast Western patterns of thought are ele-mentally linear In Westernersrsquo eyes the universe exists in a clear-cut hierarchical system They want to probe into everything unknown This is due to the analytical thinking mode and Aristo-telian logic They like to be straightforward and present the topic directly

Kaplan in Cultural Thought Patterns in Intercul-tural Education defines the Oriental thought pat-tern as circular thinking (Kaplan 1967 p15) Cir-cular thinking is characterized by circumlocution

that is not stating opinion directly or frankly but beating about the bush at first and using rhetori-cal devices such as metaphor analogy to develop opinion then going back to the topic at last Chi-nese people tend to be indirect Circular thinking leads to spiral development of discourse Kaplan regards Occidental thought as linear thinking (Kaplan 1967 p 16) The Westerners are used to talking of the topic at beginning so as to attract at-tention of listeners or readers Linear thinking is characterized by speaking of onersquos opinion direct-ly and by speaking without reservation So when Chinese learners learn to write English composi-tion it is important to change the rule for the logi-cal organization of a piece of writing an essential rule of ldquofrom surface to corerdquo to ldquothe use of topic sentencerdquo They should talk about the topic direct-ly and use topic sentence to tell the readers what they want to say It is the writerrsquos responsibility to explain clearly what he wants to convey not de-pending on the readers to work out his meaning

3 Conclusion

The Chinese and English languages reflect differ-ent thought patterns Against the background of a ldquoglobal villagerdquo understanding of differences in culture will enhance better inter-cultural commu-nication When teachers are aware of these cul-tural differences they are better able to point out the differences for their students so students can learn the thought patterns of the new language


Fenge Liu works at the Department of English Shihezi University PR China From December 2009 to June 2010 she visited University of Rio Grande Ohio as a visiting scholar

httpohiotesolorg 23

ReferencesKaplan R (1967) Cultural thought patterns in intercultural education Language learning Vol XVI Washington Blackwell Publishing

Shuneng Lian (1993) Contrastive Study of Chi-nese and English Beijing Higher Education Press


Ohio TESOL Excellence in Teaching Award

Purpose The purpose of this award is to honor a teacher who is considered by hisher colleagues to be an excellent teacher

Award An Ohio TESOL certificate a cash award of $100 and a three year membership in Ohio TESOL

Eligibility The nominee must be a member of Ohio TESOL and must have at least five years of experience in the ESL classroom Current mem-bers of the Executive Board are not eligible

Criteria The nominations will be reviewed by the Ohio TESOL Executive Board for evidence of the nomineersquos responsiveness to hisher teaching situation and students ability to motivate and en-courage students as well as engage them in produc-tive and challenging learning contributions to the school community and profession in a variety of ways and continuing professional development

George Hertrich Service Award

Purpose The purpose of this award is to honor an Ohio TESOL member for outstanding service to Ohio TESOL and to the profession


Eligibility The nominee must be a member of Ohio TESOL and must have at least five years of experience in the ESL field Current members of the Executive Board are not eligible

Criteria The award will show recognition for contributions to the professionalism of our mem-bership and dedication to furthering the ideals of Teaching English as a Second Language

The nominations will be reviewed by the Ohio TESOL Executive Board for evidence of the follow-ing contributions to Ohio TESOL distinguished leadership experience in the field of ESL and ser-vice to the profession

Ohio TESOL Lifetime Achievement Award

Purpose The purpose of this award is to honor an Ohio TESOL member who has made a signifi-cant contribution to the field of ESL through re-search publication professional presentations leadership public service or by assuming an ac-tive role in educational advocacy



Criteria The nominations will be reviewed by the Ohio TESOL Executive Board for evidence of the following excellence within one or more ar-eas of the field of ESL distinguished leadership service to the profession actions that support the mission of Ohio TESOL

Call for Nominations

Nomination forms for Ohio TESOL awards are on the following pages Forms may be copied and submitted by mail or electronic versions are on the Ohio TESOL website httpohiotesolorg Please consider nominatng a colleague or yourself

Ohio TESOL Awards

httpohiotesolorg 25

Ohio TESOL Awards -- Excellence in Teaching



Purpose To honor an Ohio TESOL member who is considered by colleagues to be an excellent teacher

Criteria Any Ohio TESOL member may submit a letter of nomination to the Ohio TESOL Executive Board describing the candidate in terms of the purpose listed above and describing activities which support this nomination Current members of the Executive Board are not eligible for this award

Nominations for this award must include the full names addresses telephone numbers andor e-mail addresses of the nominee and nominator a statement of why the nominee qualifies for the award and a statement of the nomineersquos service and contribution to the TESOL profession

Email a letter of nomination to Barbara Wookey (wookey4osuedu) or mail this form to Barbara Wookey 105 Raney Commons 47 Curl Dr OSU Columbus Ohio 43210

Nominations must be received no later than October 15 2010 The award will be presented at the 2010 Ohio TESOL Lau Center Fall Conference

Nominee

Address

Institution

1 Write the nomineersquos biographical sketch and professional background



2 Provide information about the nominee that addresses each of the following criteria bull Responsiveness to hisher teaching situation and students bull Ability to motivate and encourage students as well as engage them in productive and challenging learning bull Contributions to the school community and profession in a variety of ways

bull Continuing professional development

3 What abilities andor qualities make this nominee outstanding

4 Provide an endorsement comment by the nomineersquos current supervisor

Nominator

Contact information

Supervisor

Contact information

httpohiotesolorg 27

Ohio TESOL Awards -- Service



Purpose To acknowledge outstanding service to Ohio TESOL This award recognizes contributions to the professionalism of our membership and dedication to furthering the ideals of Teaching English as a Second Language





Nominee

Address

Institution




2 Provide information about the nominee that addresses each of the following criteria bull Membership in Ohio TESOLbull Contributions to Ohio TESOL bull Distinguished leadershipbull Service to the profession


4 Provide an endorsement comment by the nomineersquos colleague on the Ohio TESOL Board or Inter-est Section Representative

Nominator

Contact information

Endorsor

Contact information

httpohiotesolorg 29

Ohio TESOL Awards -- Lifetime Achievement



Purpose To honor an Ohio TESOL member who has made a significant contribution through re-search publication professional presentations leadership public service or by assuming an active role in educational advocacy





Nominee

Address

Institution




2 Describe the nomineersquos contribution to the profession



Nominator

Contact information

Endorsor

Contact information

Correction

The DST Project Schedule for a 10 Week Quarter was accidentally omitted from Eric Bensonrsquos article ldquoDigital Storytelling in the ESL Academic Writing Classroomrdquo in the Winter 2010 Ohio TESOL Journal It is printed below The editors regret this omission

httpohiotesolorg 31

DST Project Schedule for a 10 Week Quarter

Week 1 Introduce Digital Storytelling and watch sample stories

Week 2 Post blog summarizing and critiqu-ing another digital story

Week 3 Write first draft of story read to class

Week 4 Write second draft of story post revisions to blog receive comments from classmates

Week 5 Revise final draft of story and cre-ate a storyboard which includes several pictures Students receive a grade on final draft

Week 6 Record audio file of script

Week 7 Choose music and search for ad-ditional pictures

Week 8 Work on video editing

Week 9 Continue video editing and receive peer feedback

Week 10 Final presentation of digital sto-ries with class celebration turn in final draft of video project


Digital Storytelling in the ESL Academic Writing Classroom

Storytelling may be the oldest form of commu-nication however digital storytelling (DST) the modern high tech art of putting onersquos experi-ence to digital pictures music and video has just recently been coming into its own as a teaching methodology at all levels of education (Matthews-DeNatale amp Traynor 2008) This technique is now employed in classrooms ranging from K-12 to university graduate schools helping students of all ages and backgrounds put their learning into words and pictures (Ohler 2008) Websites dis-playing the work of numerous institu-tions engaged with this novel high tech art form are prolifer-ating in cyberspace Teachers and stu-dents have found it a very engaging way of ex-ercising not only language and communication skills but also of introducing a new concept of digital literacy that Bloch (2009) defines as com-municating with visuals audio and video

Over the course of two quarters in our post-ad-mission ESL academic writing course my coor-dinator Dr Joel Bloch and I have implemented digital storytelling as a teaching method for help-ing university students with academic writing During our beginning level academic writing class for both undergraduate and graduate students we spend at least one hour per week introducing the technology and rhetoric of digital storytelling This instruction supplements the normal aca-demic writing curriculum for the class including summary and essay writing We have found that DST is also an engaging project for the ESL class utilizing numerous academic language skills such as the expression of voice through story creation process writing and researching and citing sourc-

By Eric Benson

es with the use of technology

The first step in the process involves introducing students to examples of digital stories in order to see the concepts and writing skills involved in crafting an interesting and engaging digital sto-ry The Center for Digital Storytelling at the Ohio State University (httpdigitalstoryosuedusto-rytellinghtml) is a good example of a website pro-viding digital stories and resources for free use and viewing though there are many others Through

viewing other sto-ries students can gain an apprecia-tion of what makes a story interesting and relatable This in turn helps them in

deciding what type of topic and visual presenta-tion will fit their experience best

Students begin by writing a script for their digital story Each story contains their real life experi-ence This is where the storytelling is colored by the personal written voice of the student One of the greatest benefits of DST is that it helps stu-dents express their ideas and experiences their opinions about life events and people in words and pictures (Lambert 2006) The students are expressing their own commentary on the bless-ings challenges and interesting people and expe-riences of their lives in a way only they can express Our Spring Quarter class consisted of 9 students ideal for a first time run at DST Two were gradu-ate students from South Korea and Mexico The other seven were from South Korea (4) China (1) Indonesia (1) and Ethiopia (1) taking their first ESL writing class as part of their undergraduate studies at OSU Each had the choice of writing any type of story related to their own lives For

Digital storytelling is an engaging project for the ESL class utilizing numerous academic language skills

httpohiotesolorg 9

example an African engineering student chose to chronicle the life of his great grandfather a famous statesman while a couple of Korean stu-dents gave testimony to their family and marriage relationships The two graduate students focused on the development of their academic research ca-reers The important key was that they were each chronicling a story of importance to them about which they were the experts

Students began to write their script in the same manner as other academic papers according to a process that involved pre-writing draft-revising and editing Students first outlined brainstormed and then uploaded their stories onto the compo-sition class blog for reading by their peers (See the DST Project Schedule) They also included a picture with it The blogs were around 300-400 words in length ample for a three to five minute video story read at average speed Bloggercom

was used as the site for our class writing work Afterwards a process of revision and editing fol-lowed Students were grouped and given time to read their stories to one another Then they would dialogue with the student author of the story pro-viding comments and asking questions about the story content in order to clarify the line of thought Students also received feedback in one on one writing conferences before recording their final scripts to an mp3 file Comments were given both in written and verbal form on successive drafts of their story The comments ranged from eliciting more details to improving verb construction See the example blog and story portions

Feedback on rhetorical matters included prompt-ing for specific examples This was done through providing both oral and written comments on stu-dentsrsquo story scripts For example the story on cul-tural differences asked the student to describe how

Fentys Blog and Digital Story Script


she encountered them firsthand When she talked about how she showed up late for a study group and everybody was there waiting for her it made her point about time differences come to life (See Fentyrsquos Blog and Digital Story Script) Graduate students need to be able to communicate linguis-tically abstract material or more technical sub-jects in universally understood terminology An-other graduate student explained his life around the ocean and how it contributed to his interest and career in studying and researching fish Being asked about the reasons for his personal interest in the subject helped his story to take shape (See BJrsquos Blog and Digital Story Script)

After accomplishing the successful final draft of a story script students move to the video editing phase The video editing process combines the audio script and pictures and video into the final story format which can be burned to DVD or pub-lished on a website Some students choose a story around the pictures and music they already own while others choose to find visual and audio re-sources online Whatever the case it is a recursive process in which the author is commenting on the

pictures andor illustrating the ideas in their script through the choice of appropriate pictures Before final publication students add titles transitions and cite any sources from which they downloaded images or music files Many websites contain re-source files with Creative Commons licenses that allow free use of images and music

The equipment used in making a digital story con-sists of a desktop or laptop computer with con-ventional operating systems that include either i-Movie MovieMaker Windows Live MovieMaker or PhotoStory software For the audio portion a simple recording microphone with sound editing software such as Audacity or Garage Band comes in handy The sound quality can be greatly en-hanced with the use of a sound proof recording studio A flashdrive CD or DVD can then be used to transfer and store the necessary files (See the DST Project Schedule)

While it was obvious to all of us that learning the ropes of audio picture and video editing was a time-consuming challenge the final result was sweeter thanks to the process Many students ex-

BJrsquos Blog and Digital Story Script

httpohiotesolorg 11

pressed that it was ldquofun interesting helpful in im-proving writing and good for reviewing your life learning useful computer skillsrdquo according to our course evaluation A couple of the students could see sharing their projects with friends or perhaps even in a professional business setting Each stu-dent takes a resolute personal ownership of their digital story in a way that brings about better qual-ity work as seen the final product

In conclusion should you decide to take the chal-lenge digital storytelling is an engaging project for any class of students It requires a team effort of students and teachers as well as some tech sup-port but it pays off in giving students practice in academic writing skills via a new but useful genre Further digital storytelling is about personal growth and development During the process of writing and editing a digital story every storytell-er comes to a clearer understanding of themselves and story they are reporting Because storytelling is about change students are encouraged when they can see change in the language and in their understanding through the production of their own stories Teachers are also encouraged when they witness the stories of their students and truly come to a fuller understanding of the journey their students have taken and the goals they are trying to achieve in their lives


Eric Benson teaches Academic Writing Skills to undergraduate and graduate students at The Ohio State University (OSU) He is interested in the use of technology to help students with their writing skills

Storyboard timeline in Windows Live Movie Maker

ReferencesBloch Joel PhD (2009) [Personal Communica-tion] Edu TampL 106 Academic Writing ESL Compo-sition Program The Ohio State University

Lambert Joe (2006) Digital Storytelling Cook-book Center for Digital Storytelling Berkeley CA Digital Diner Press

Matthews-DeNatale Gail amp Traynor J (2008) Digital StorytellingndashTips and Resources Boston Simmons College

Ohler Jason (2008) Digital Storytelling in the Classroom Thousand Oaks Corwin Press

The Center for Digital Storytelling (5222009) The Ohio State University httpdigitalstoryosuedustorytellinghtml

Winter 2010 httpohiotesolorg Vol 2 No 2

From the President page 3

Motivated and Enculturated page 6

Digital Storytelling page 8

Written Feedback on Rhetorical Organization page 20

Plus conference information a book review technology reviews and more

NON-PROFIT ORG

US POSTAGE PAID

COLUMBUS OH

PERMIT NO 711

Ohio TESOL Journal The Ohio State University 65B Arps Hall 1945 N High St Columbus OH 43210-1172

Ohio TESOL BoardExecutive Committee - Voting MembersPresidentGloria Gilletteglorianeableorg

First Vice PresidentChristina Terrellchristinaneableorg

Second Vice PresidentBeverly GoodGoodBwestervillek12ohus

Interest Section RepresentativesK-12Betsy WoodcellingecolumbusrrcomVicki Burlingamevburlingcolumbusrrcom

Post SecondaryHigher EdDawn Bikowskibikowskiohioedu

Adult and Refugee ConcernsCarol Kirwincakirwingmailcom

Research Teacher Ed Applied LinguisticsMartha Castanedacastamemuohioedu

Advisory Board - Non-Voting MembersTreasurerElana Hohlelanahohlmindspringcom

Recording SecretaryJill Kramerkramerjillsbcglobalnet

Past PresidentBrenda Custodiobcustodicolumbusk12ohus

Membership CoordinatorDavid Smithdlsmith1maccom

Advisory LiaisonsAdvocacyDon Beckdbeckfindlayedu

OFLA LiasonsLillian AckerackerlilaolcomTeri Mandelltmandellinsightrrcom

ODE Lau Resource Center LiaisonsDan FleckdanfleckodestateohusAbdinur Mohamudabdinurmohamudodestateohus

CommitteesAwards and GrantsBarb Wookeywookey4osueduBrenda Custodiobcustodicolumbusk12ohus

2010 Conference ChairsElana Hohlelanahohlmindspringcom Jill Kramerkramerjillsbcglobalnet

Professional Development CoordinatorBarb Wookeywookey4osuedu

Communications Team

Web ManagerMike Dombroskimd108091ohioedu

Journal Editors Content Brenda RefaeibrendarefaeiuceduLayout Chris Hillhill880osuedu

Listserv ManagerBob Eckharteckhart5osuedu

Publisher Liaisonvacant

This yearrsquos conference will be in downtown Columbus

Ohio TESOL Journal is published three times a year by Ohio TESOL The deadlines for the next three issues are December 15 (Winter issue) March 15 (Spring issue) and August 15 (Autumn issue) Ohio TESOL is not responsible for any opinions expressed by contributors to the Journal Submissions accepted for publication may be edited and republished on our website and in other mediaPhoto credits Toby boyce (front cover) Steve Grant (page 2) Jonathan Ruchti (page 3) Liang Jin Jian trdesignr Jennifer Pauley Chris Althof (page 4 clockwise from top left) Lize Rixt (page 7) Mike Dombroski (page 15) Chappy14 (back cover)All of the links in the electronic version of Ohio TESOL Journal are live even if they are neither blue nor underlined Give them a try If yoursquore reading a paper copy type them into your browser


httpohiotesolorg 3

From the Editor


By Brenda Refaei





Columbus Ohio





httpohiotesolorg 5





By Karen DePinto






httpohiotesolorg 7











By Susan Gilfert














Context



Finding Sources




httpohiotesolorg 9







Conclusion





httpohiotesolorg 11











By Jody Ballah















httpohiotesolorg 13










httpohiotesolorg 15




By Heidi Wright





The writing process

























httpohiotesolorg 17
















httpohiotesolorg 19




Introduction



By Bob Eckhart










In practice













httpohiotesolorg 21

Conclusion














By Fenge Liu













3 Conclusion




httpohiotesolorg 23






















Ohio TESOL Awards

httpohiotesolorg 25









Nominee

Address

Institution








Nominator

Contact information

Supervisor

Contact information

httpohiotesolorg 27









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

httpohiotesolorg 29









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

Correction


httpohiotesolorg 31
















By Eric Benson







httpohiotesolorg 9













httpohiotesolorg 11

















NON-PROFIT ORG

US POSTAGE PAID

COLUMBUS OH

PERMIT NO 711


httpohiotesolorg 3

From the Editor


By Brenda Refaei





Columbus Ohio





httpohiotesolorg 5





By Karen DePinto






httpohiotesolorg 7











By Susan Gilfert














Context



Finding Sources




httpohiotesolorg 9







Conclusion





httpohiotesolorg 11











By Jody Ballah















httpohiotesolorg 13










httpohiotesolorg 15




By Heidi Wright





The writing process

























httpohiotesolorg 17
















httpohiotesolorg 19




Introduction



By Bob Eckhart










In practice













httpohiotesolorg 21

Conclusion














By Fenge Liu













3 Conclusion




httpohiotesolorg 23






















Ohio TESOL Awards

httpohiotesolorg 25









Nominee

Address

Institution








Nominator

Contact information

Supervisor

Contact information

httpohiotesolorg 27









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

httpohiotesolorg 29









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

Correction


httpohiotesolorg 31
















By Eric Benson







httpohiotesolorg 9













httpohiotesolorg 11

















NON-PROFIT ORG

US POSTAGE PAID

COLUMBUS OH

PERMIT NO 711






Columbus Ohio





httpohiotesolorg 5





By Karen DePinto






httpohiotesolorg 7











By Susan Gilfert














Context



Finding Sources




httpohiotesolorg 9







Conclusion





httpohiotesolorg 11











By Jody Ballah















httpohiotesolorg 13










httpohiotesolorg 15




By Heidi Wright





The writing process

























httpohiotesolorg 17
















httpohiotesolorg 19




Introduction



By Bob Eckhart










In practice













httpohiotesolorg 21

Conclusion














By Fenge Liu













3 Conclusion




httpohiotesolorg 23






















Ohio TESOL Awards

httpohiotesolorg 25









Nominee

Address

Institution








Nominator

Contact information

Supervisor

Contact information

httpohiotesolorg 27









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

httpohiotesolorg 29









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

Correction


httpohiotesolorg 31
















By Eric Benson







httpohiotesolorg 9













httpohiotesolorg 11

















NON-PROFIT ORG

US POSTAGE PAID

COLUMBUS OH

PERMIT NO 711






By Karen DePinto






httpohiotesolorg 7











By Susan Gilfert














Context



Finding Sources




httpohiotesolorg 9







Conclusion





httpohiotesolorg 11











By Jody Ballah















httpohiotesolorg 13










httpohiotesolorg 15




By Heidi Wright





The writing process

























httpohiotesolorg 17
















httpohiotesolorg 19




Introduction



By Bob Eckhart










In practice













httpohiotesolorg 21

Conclusion














By Fenge Liu













3 Conclusion




httpohiotesolorg 23






















Ohio TESOL Awards

httpohiotesolorg 25









Nominee

Address

Institution








Nominator

Contact information

Supervisor

Contact information

httpohiotesolorg 27









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

httpohiotesolorg 29









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

Correction


httpohiotesolorg 31
















By Eric Benson







httpohiotesolorg 9













httpohiotesolorg 11

















NON-PROFIT ORG

US POSTAGE PAID

COLUMBUS OH

PERMIT NO 711


httpohiotesolorg 7











By Susan Gilfert














Context



Finding Sources




httpohiotesolorg 9







Conclusion





httpohiotesolorg 11











By Jody Ballah















httpohiotesolorg 13










httpohiotesolorg 15




By Heidi Wright





The writing process

























httpohiotesolorg 17
















httpohiotesolorg 19




Introduction



By Bob Eckhart










In practice













httpohiotesolorg 21

Conclusion














By Fenge Liu













3 Conclusion




httpohiotesolorg 23






















Ohio TESOL Awards

httpohiotesolorg 25









Nominee

Address

Institution








Nominator

Contact information

Supervisor

Contact information

httpohiotesolorg 27









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

httpohiotesolorg 29









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

Correction


httpohiotesolorg 31
















By Eric Benson







httpohiotesolorg 9













httpohiotesolorg 11

















NON-PROFIT ORG

US POSTAGE PAID

COLUMBUS OH

PERMIT NO 711







By Susan Gilfert














Context



Finding Sources




httpohiotesolorg 9







Conclusion





httpohiotesolorg 11











By Jody Ballah















httpohiotesolorg 13










httpohiotesolorg 15




By Heidi Wright





The writing process

























httpohiotesolorg 17
















httpohiotesolorg 19




Introduction



By Bob Eckhart










In practice













httpohiotesolorg 21

Conclusion














By Fenge Liu













3 Conclusion




httpohiotesolorg 23






















Ohio TESOL Awards

httpohiotesolorg 25









Nominee

Address

Institution








Nominator

Contact information

Supervisor

Contact information

httpohiotesolorg 27









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

httpohiotesolorg 29









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

Correction


httpohiotesolorg 31
















By Eric Benson







httpohiotesolorg 9













httpohiotesolorg 11

















NON-PROFIT ORG

US POSTAGE PAID

COLUMBUS OH

PERMIT NO 711






Context



Finding Sources




httpohiotesolorg 9







Conclusion





httpohiotesolorg 11











By Jody Ballah















httpohiotesolorg 13










httpohiotesolorg 15




By Heidi Wright





The writing process

























httpohiotesolorg 17
















httpohiotesolorg 19




Introduction



By Bob Eckhart










In practice













httpohiotesolorg 21

Conclusion














By Fenge Liu













3 Conclusion




httpohiotesolorg 23






















Ohio TESOL Awards

httpohiotesolorg 25









Nominee

Address

Institution








Nominator

Contact information

Supervisor

Contact information

httpohiotesolorg 27









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

httpohiotesolorg 29









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

Correction


httpohiotesolorg 31
















By Eric Benson







httpohiotesolorg 9













httpohiotesolorg 11

















NON-PROFIT ORG

US POSTAGE PAID

COLUMBUS OH

PERMIT NO 711








Conclusion





httpohiotesolorg 11











By Jody Ballah















httpohiotesolorg 13










httpohiotesolorg 15




By Heidi Wright





The writing process

























httpohiotesolorg 17
















httpohiotesolorg 19




Introduction



By Bob Eckhart










In practice













httpohiotesolorg 21

Conclusion














By Fenge Liu













3 Conclusion




httpohiotesolorg 23






















Ohio TESOL Awards

httpohiotesolorg 25









Nominee

Address

Institution








Nominator

Contact information

Supervisor

Contact information

httpohiotesolorg 27









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

httpohiotesolorg 29









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

Correction


httpohiotesolorg 31
















By Eric Benson







httpohiotesolorg 9













httpohiotesolorg 11

















NON-PROFIT ORG

US POSTAGE PAID

COLUMBUS OH

PERMIT NO 711


httpohiotesolorg 11











By Jody Ballah















httpohiotesolorg 13










httpohiotesolorg 15




By Heidi Wright





The writing process

























httpohiotesolorg 17
















httpohiotesolorg 19




Introduction



By Bob Eckhart










In practice













httpohiotesolorg 21

Conclusion














By Fenge Liu













3 Conclusion




httpohiotesolorg 23






















Ohio TESOL Awards

httpohiotesolorg 25









Nominee

Address

Institution








Nominator

Contact information

Supervisor

Contact information

httpohiotesolorg 27









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

httpohiotesolorg 29









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

Correction


httpohiotesolorg 31
















By Eric Benson







httpohiotesolorg 9













httpohiotesolorg 11

















NON-PROFIT ORG

US POSTAGE PAID

COLUMBUS OH

PERMIT NO 711





By Jody Ballah















httpohiotesolorg 13










httpohiotesolorg 15




By Heidi Wright





The writing process

























httpohiotesolorg 17
















httpohiotesolorg 19




Introduction



By Bob Eckhart










In practice













httpohiotesolorg 21

Conclusion














By Fenge Liu













3 Conclusion




httpohiotesolorg 23






















Ohio TESOL Awards

httpohiotesolorg 25









Nominee

Address

Institution








Nominator

Contact information

Supervisor

Contact information

httpohiotesolorg 27









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

httpohiotesolorg 29









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

Correction


httpohiotesolorg 31
















By Eric Benson







httpohiotesolorg 9













httpohiotesolorg 11

















NON-PROFIT ORG

US POSTAGE PAID

COLUMBUS OH

PERMIT NO 711









httpohiotesolorg 13










httpohiotesolorg 15




By Heidi Wright





The writing process

























httpohiotesolorg 17
















httpohiotesolorg 19




Introduction



By Bob Eckhart










In practice













httpohiotesolorg 21

Conclusion














By Fenge Liu













3 Conclusion




httpohiotesolorg 23






















Ohio TESOL Awards

httpohiotesolorg 25









Nominee

Address

Institution








Nominator

Contact information

Supervisor

Contact information

httpohiotesolorg 27









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

httpohiotesolorg 29









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

Correction


httpohiotesolorg 31
















By Eric Benson







httpohiotesolorg 9













httpohiotesolorg 11

















NON-PROFIT ORG

US POSTAGE PAID

COLUMBUS OH

PERMIT NO 711











httpohiotesolorg 15




By Heidi Wright





The writing process

























httpohiotesolorg 17
















httpohiotesolorg 19




Introduction



By Bob Eckhart










In practice













httpohiotesolorg 21

Conclusion














By Fenge Liu













3 Conclusion




httpohiotesolorg 23






















Ohio TESOL Awards

httpohiotesolorg 25









Nominee

Address

Institution








Nominator

Contact information

Supervisor

Contact information

httpohiotesolorg 27









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

httpohiotesolorg 29









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

Correction


httpohiotesolorg 31
















By Eric Benson







httpohiotesolorg 9













httpohiotesolorg 11

















NON-PROFIT ORG

US POSTAGE PAID

COLUMBUS OH

PERMIT NO 711





By Heidi Wright





The writing process

























httpohiotesolorg 17
















httpohiotesolorg 19




Introduction



By Bob Eckhart










In practice













httpohiotesolorg 21

Conclusion














By Fenge Liu













3 Conclusion




httpohiotesolorg 23






















Ohio TESOL Awards

httpohiotesolorg 25









Nominee

Address

Institution








Nominator

Contact information

Supervisor

Contact information

httpohiotesolorg 27









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

httpohiotesolorg 29









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

Correction


httpohiotesolorg 31
















By Eric Benson







httpohiotesolorg 9













httpohiotesolorg 11

















NON-PROFIT ORG

US POSTAGE PAID

COLUMBUS OH

PERMIT NO 711






















httpohiotesolorg 17
















httpohiotesolorg 19




Introduction



By Bob Eckhart










In practice













httpohiotesolorg 21

Conclusion














By Fenge Liu













3 Conclusion




httpohiotesolorg 23






















Ohio TESOL Awards

httpohiotesolorg 25









Nominee

Address

Institution








Nominator

Contact information

Supervisor

Contact information

httpohiotesolorg 27









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

httpohiotesolorg 29









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

Correction


httpohiotesolorg 31
















By Eric Benson







httpohiotesolorg 9













httpohiotesolorg 11

















NON-PROFIT ORG

US POSTAGE PAID

COLUMBUS OH

PERMIT NO 711

















httpohiotesolorg 19




Introduction



By Bob Eckhart










In practice













httpohiotesolorg 21

Conclusion














By Fenge Liu













3 Conclusion




httpohiotesolorg 23






















Ohio TESOL Awards

httpohiotesolorg 25









Nominee

Address

Institution








Nominator

Contact information

Supervisor

Contact information

httpohiotesolorg 27









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

httpohiotesolorg 29









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

Correction


httpohiotesolorg 31
















By Eric Benson







httpohiotesolorg 9













httpohiotesolorg 11

















NON-PROFIT ORG

US POSTAGE PAID

COLUMBUS OH

PERMIT NO 711




In practice













httpohiotesolorg 21

Conclusion














By Fenge Liu













3 Conclusion




httpohiotesolorg 23






















Ohio TESOL Awards

httpohiotesolorg 25









Nominee

Address

Institution








Nominator

Contact information

Supervisor

Contact information

httpohiotesolorg 27









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

httpohiotesolorg 29









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

Correction


httpohiotesolorg 31
















By Eric Benson







httpohiotesolorg 9













httpohiotesolorg 11

















NON-PROFIT ORG

US POSTAGE PAID

COLUMBUS OH

PERMIT NO 711


httpohiotesolorg 21

Conclusion














By Fenge Liu













3 Conclusion




httpohiotesolorg 23






















Ohio TESOL Awards

httpohiotesolorg 25









Nominee

Address

Institution








Nominator

Contact information

Supervisor

Contact information

httpohiotesolorg 27









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

httpohiotesolorg 29









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

Correction


httpohiotesolorg 31
















By Eric Benson







httpohiotesolorg 9













httpohiotesolorg 11

















NON-PROFIT ORG

US POSTAGE PAID

COLUMBUS OH

PERMIT NO 711






By Fenge Liu













3 Conclusion




httpohiotesolorg 23






















Ohio TESOL Awards

httpohiotesolorg 25









Nominee

Address

Institution








Nominator

Contact information

Supervisor

Contact information

httpohiotesolorg 27









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

httpohiotesolorg 29









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

Correction


httpohiotesolorg 31
















By Eric Benson







httpohiotesolorg 9













httpohiotesolorg 11

















NON-PROFIT ORG

US POSTAGE PAID

COLUMBUS OH

PERMIT NO 711








3 Conclusion




httpohiotesolorg 23






















Ohio TESOL Awards

httpohiotesolorg 25









Nominee

Address

Institution








Nominator

Contact information

Supervisor

Contact information

httpohiotesolorg 27









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

httpohiotesolorg 29









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

Correction


httpohiotesolorg 31
















By Eric Benson







httpohiotesolorg 9













httpohiotesolorg 11

















NON-PROFIT ORG

US POSTAGE PAID

COLUMBUS OH

PERMIT NO 711





















Ohio TESOL Awards

httpohiotesolorg 25









Nominee

Address

Institution








Nominator

Contact information

Supervisor

Contact information

httpohiotesolorg 27









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

httpohiotesolorg 29









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

Correction


httpohiotesolorg 31
















By Eric Benson







httpohiotesolorg 9













httpohiotesolorg 11

















NON-PROFIT ORG

US POSTAGE PAID

COLUMBUS OH

PERMIT NO 711


httpohiotesolorg 25









Nominee

Address

Institution








Nominator

Contact information

Supervisor

Contact information

httpohiotesolorg 27









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

httpohiotesolorg 29









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

Correction


httpohiotesolorg 31
















By Eric Benson







httpohiotesolorg 9













httpohiotesolorg 11

















NON-PROFIT ORG

US POSTAGE PAID

COLUMBUS OH

PERMIT NO 711








Nominator

Contact information

Supervisor

Contact information

httpohiotesolorg 27









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

httpohiotesolorg 29









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

Correction


httpohiotesolorg 31
















By Eric Benson







httpohiotesolorg 9













httpohiotesolorg 11

















NON-PROFIT ORG

US POSTAGE PAID

COLUMBUS OH

PERMIT NO 711


httpohiotesolorg 27









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

httpohiotesolorg 29









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

Correction


httpohiotesolorg 31
















By Eric Benson







httpohiotesolorg 9













httpohiotesolorg 11

















NON-PROFIT ORG

US POSTAGE PAID

COLUMBUS OH

PERMIT NO 711







Nominator

Contact information

Endorsor

Contact information

httpohiotesolorg 29









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

Correction


httpohiotesolorg 31
















By Eric Benson







httpohiotesolorg 9













httpohiotesolorg 11

















NON-PROFIT ORG

US POSTAGE PAID

COLUMBUS OH

PERMIT NO 711


httpohiotesolorg 29









Nominee

Address

Institution







Nominator

Contact information

Endorsor

Contact information

Correction


httpohiotesolorg 31
















By Eric Benson







httpohiotesolorg 9













httpohiotesolorg 11

















NON-PROFIT ORG

US POSTAGE PAID

COLUMBUS OH

PERMIT NO 711







Nominator

Contact information

Endorsor

Contact information

Correction


httpohiotesolorg 31
















By Eric Benson







httpohiotesolorg 9













httpohiotesolorg 11

















NON-PROFIT ORG

US POSTAGE PAID

COLUMBUS OH

PERMIT NO 711


Correction


httpohiotesolorg 31
















By Eric Benson







httpohiotesolorg 9













httpohiotesolorg 11

















NON-PROFIT ORG

US POSTAGE PAID

COLUMBUS OH

PERMIT NO 711


NON-PROFIT ORG

US POSTAGE PAID

COLUMBUS OH

PERMIT NO 711


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