ironlady wrote:And once more, what steps are you taking to help them achieve this, other than being disappointed on Web sites about their results?
They ARE writing sentences. If they're not getting enough input in the L2, they are going to fall back on the L1, and guess what -- , , , , , is a typical Chinese sentence, and quite well-written.
You talking to me?
Seems that way, which is odd, because your comments don't appear to have a very direct relationship with what I posted.
If you have a look above, you'll see I'm not particularly expressing disappointment. My original post above was because I thought the student para was mildly amusing, and probably an attempt at humour on the part of the student concerned. Hence it was within the scope of the original "Funny Things My Students Say" thread.
You expressed disagreement with that view, which is not something I care to argue about.
Another poster then gave us a "typical" piece of student writing, apparently as an awful example of what "my" style of teaching resulted in. This may well be a legitimate (implied) criticism of me, but, as I said, I didn't think the writing was that bad, in context, and, on the most hostile possible interpretation of my "rubric", it would get a pass.
While I have no particular expectation of overcoming Taiwanese students affection for the comma splice, and don't particularly make a big deal out of it, it is an error, and I count it as such. I see no viable alternative to this, and I couldn't really care less if its correct in Chinese. I'm not attempting to teach Chinese.
Re the dearth of comprehensible input, I've tested the schools approved external reading materials, found (predictably) that they were far too difficult for the majority of classes, and reported the results of my tests to the curriculum committee, to (predictably) null response.
As you have been at pains to point out repeatedly in the past, the school do not care
what I think, and I should just shut up and do as I'm told.
These days I mostly shut up and do as I like.
A Taiwanese college reports considerable success (probably subjectively assessed) with the introduction of lots of short articles in addition to the approved materials, and asked me to consider that. She says she couldn't make such a suggestion to Taiwanese teachers because (a) it would be perceived as a criticism, and (b) they are too lazy.
I will consider it, but these are "all skills" , not dedicated writing classes, there isn't much time for in-class reading, and many students absolutely will not read English outside of class, especially if not motivated by testing, so there are practical difficulties.
These paragraphs are 20 points in a 110 -130 point test, of which I have 250 to finish grading today, plus similar for external reading and classwork to produce final grades by Friday midnight. This means the amount of time available for stylistic nuances (or arguing about them on forums) is currently rather limited.
Anyway, we must be off-topic by now