1. Reading & Responding to ‘Error’ in International Student Writing

2. Cultural Practices of Reading Goal: To develop asset based pedagogies for responding to error in international student writing.

3. Survey Says: If you have not already done so, please complete the survey located here: https://broad.qualtrics.com/SE/?SID=SV _5cZv6ezQw4axOWV Understand and analyze how we perceive error and our attitudes toward it.

4. Fall 2013 Post Survey Says: Error is a sign of…

5. Fall 2013 Workshop Successes! Mini lessons now part of activities in classes You reported saving time in responding-- no more error hunts! Noticeable student achievement in fluency Better appreciation of the work students' efforts and skills

6. Logic of Error: All Error Has Logic Sign of cognitive overload (Waes et al) Sign of social knowledge (Hull and Rose) Sign of students’ growth and development (Shaughnessy) Always has patterns to it (Polio, Ferris, Bitchener) What research finds about the logic of error

7. Logic of Error: All Error Has Logic Signals our own linguistic and cultural expectations as readers Cued by cultural and linguistic gaps Understood when educate ourselves about students’ language and culture What research finds about the logic of error

8. Logic of Error: All Error Has Logic  “Error marks the place where education begins” (Rose 1988, 189) for both teachers and students. What research finds about the logic of error

9. Helping International Students Types of errors relate to types of language heritages 10 common errors emerge (across Spanish, Chinese, Korean, Russian, & Turkish) What research suggests are best practices

10. Helping International Students Types of feedback that get results 1.direct corrective written and oral (in form of 30 min. mini lesson) 2.corrective oral 3.direct corrective written 4.indirect corrective What research suggests are best practices

11. Helping International Students Mini Lessons Should Respond to what is being communicated as well as how Uncover the knowledge and linguistic assets the students are demonstrating Target a specific problematic linguistic domain Happen at all points of drafting Reinforce cumulatively across assignments in rubrics What research suggests are best practices

12. Helping International Students In my mini lesson, did I?  Help uncover the linguistic/cultural logics behind these errors?  Model gaps in my understanding with a sample student writing?  Offer sample sentences to correct?  Ask students to apply corrections to their own text?  Circulating & give feedback on their corrections?  Indicate how lesson will be integrated into peer reviews and rubrics? Targeted & Specific Sample Mini-Lesson Checklist

13. Adaptations & Reflections Discussion results

14. Helping International Students Targeted & Specific Mini-Lesson Adaptation Students need time in class to integrate with verbal feedback given Integrate only those patterns covered in mini- lesson into the peer review and rubric Grade these iteratively through the semester in rubrics Use 1-2-1CF only when a student needs differentiation across language or ability background Adapt These Mini Lessons