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CRITICAL FEATURES FOR TEACHING THE FIVE-PARAGRAPH
ESSAY TO MIDDLE SCHOOL CHINESE SPEAKING ENGLISH LEARNERS
by
Julie Tzu-Ling Huang
____________________________________________________________
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2007
Copyright 2007 Julie Tzu-Ling Huang
Object Description
| Title | Critical features for teaching the five-paragraph essay to middle school Chinese speaking English learners |
| Author | Huang, Julie Tzu-Ling |
| Author email | 7jhuang@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2007-07-02 |
| Date submitted | 2007 |
| Restricted until | Unrestricted |
| Date published | 2007-08-10 |
| Advisor (committee chair) | Mora-Flores, Eugenia |
| Advisor (committee member) |
Ragusa, Gisele Cowman, Mae |
| Abstract | Writing has an advantage over speaking, listening, and reading because it gives second language writers a chance to modify and polish the work before presenting it to the world. The University of California has made writing an important admission criterion due to its accurate prediction and precise correlation to the success rate of college freshmen. This creates a need for teachers of all students, including English learners, to provide a solid foundation in writing for future academic success.; Where the U.S. Population has increased 17%, the Asian population increased 153% from 1980 to 2000. (U.S. Census Bureau, as cited in Lindholm-Leary, 2001). In 2003, the foreign population of 33.5 million people represented 11.7% of the U.S. population, 25% were Asian (Larsen, 2004). The dramatic increase in the number of immigrants arriving in America has led to a large number of students entering U.S. schools with limited English proficiency.; According to the California Department of Education (2006), 24% of the entire student population taking the STAR test, a subtest of the California Standards Test (CST), is English Learners (EL). Results showed that only 6% of middle school English Learners taking the CST scored at a proficiency level or above in Language Arts. School authorities believe it is imperative to help EL students build a foundation in writing in elementary school, and further develop their writing proficiency through middle and high school.; In this dissertation, a case study approach was used to examine three critical features, organizing ideas for writing, classroom environment, and clear expectations, for teaching the five-paragraph essay to eighth grade, Chinese-speaking English Learners. Specifically, the study showed strengths in the use of Cornell notes, graphic organizers, and outlines were the three main tools used for organizing ideas for writing. A positive writing environment included appropriate levels of instruction and effective time management. Writing rubrics, checklists, and a model text were tools used to clearly express and demonstrate expectations for writing. In addition, the writer’s workshop, cooperative learning, and peer revision further facilitated second language writing development. The majority of the students welcomed these strategies. Helpful feedback, immediate feedback, public feedback, and positive feedback were observed and identified as significant in writing instruction for English Learners.; The data collected and the conclusions drawn were in line with the EL literature review and show that English learners consistently need structured teaching, expert's guidance, and visual modeling in order to scaffold their language learning. The goal is that teachers of English learners will continue to learn effective methods for fostering the development of second language writing. |
| Keyword | Chinese-speaking English learners; writing; the 5-paragraph essay; writing instruction; English learners; middle school |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m786 |
| Rights | Huang, Julie Tzu-Ling |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Huang-20070810 |
| Archival file | uscthesesreloadpub_Volume26/etd-Huang-20070810.pdf |
Description
| Title | Page 1 |
| Full text | CRITICAL FEATURES FOR TEACHING THE FIVE-PARAGRAPH ESSAY TO MIDDLE SCHOOL CHINESE SPEAKING ENGLISH LEARNERS by Julie Tzu-Ling Huang ____________________________________________________________ A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2007 Copyright 2007 Julie Tzu-Ling Huang |
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