I have a bachelor's degree in English and a master's in writing. I have taught Literacy Level ESL, High School Diploma English, and was the English Lab Supervisor at Ohlone College, where I supervised English tutors and tutored students who had extra difficulty with English.
I have taught literacy level ESL, high school diploma English, college freshman composition, and oversaw the English Writing Lab at Ohlone College. I have a bachelor's in English and a Master's in writing.
In addition to my bachelor's in English and a master's in writing, I worked at Ohlone Community College as the supervisor of the English Writing Lab. Most of the students using the Lab had been placed in pre-college level English courses because of their difficulties with grammar. The primary focus of my job was to evaluate students' test scores, identify their grammar problems, then work with the students to improve their grammar skills.
As an English undergraduate and Master of Fine Arts candidate, close readings of a wide variety of literary works was an essential part of both programs. I have studied and written about classic European literature, American literature, African literature, and South American literature. Some of the works I placed special focus on were all of the Shakespeare plays; Marquez's One Hundred Years of Solitude, as well as other works in the magical realism genre; the works of Joyce and Becket; the Greek plays of Aeschylus, Sophocles, and Euripedes; and the wonderful writings of Austen, the Brontes, Louise Erdrich, and Alan Paton. I have taught many of these works in my Freshman Composition classes as well as my Diploma High School English class.
I spent about 8 years as a proofreader at a local newspaper and as an editor for a monthly newsletter. I have a bachelor's in English and a Master's in writing. I have taught literacy level ESL, high school diploma English, college freshman composition, and oversaw the English Writing Lab at Ohlone College.
As a natural part of teaching literacy level ESL and high school diploma English, reading and reading comprehension was as important as writing. In fact, I used each of these skills to reinforce the other. For instance, I would often have students first read a text silently, then have them write a brief response. Then I would have the students read the same passage aloud, followed by a second written response. We would discuss the differences between reading silently and reading aloud, as well as the differences between the two responses. Finally, I would ask the students to rewrite what they had just read using their own words as much as possible.
I also worked with students on "close reading" and response, as well as breaking down sentences into grammatical parts.
In addition to my Bachelor's and Master's in English and Writing, I taught Literacy Level ESL to new immigrant adults. Literacy Level students are those who have little to no spoken English skills and no reading or writing English skills. My lessons began with the basic need of all new English speakers: words and their meanings. My challenge, therefore, was to build my students' English vocabulary in ways that did not rely solely on rote memory and did not bore them to sleep. One of the activities I most enjoyed was giving the students words in English then asking them to teach me the same words in their language. Another activity involved using synonyms and antonyms to broaden the scope of possible meanings.
I have worked as an editor and writer for two in-house monthly newsletters, and I have published/won prizes for several poems and short stories. I have a bachelor's in English and a Master's in writing. I have taught literacy level ESL, high school diploma English, college freshman composition, and oversaw the English Writing Lab at Ohlone College.