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Writing and editing have been a passion since high school. I always excelled in English courses and as I finished school at Roosevelt University, enjoyed writing and researching the many required papers. Everything was written in APA style guidelines for college, although I am familiar with AP (Associated Press) guidelines. When I can help a student improve in writing, spelling or other grammar, it makes me feel great! During the last 20 years, I have written hundreds of poems, some that are songs (although not formally published). This is a creative outlet for me and I would encourage students in this area. Bad grammar and typos in print drives me crazy!
Music is also a strong interest and love. I play French horn, and have given private lessons. Again, my goal is always teach the two basics for a wind instrument--correct breathing and hearing the pitch before playing. I have substitute taught in general music classes for K-5 and some middle school. I am very well acquainted with all of the basics of notation, time signatures, meter, rhythm, etc. I am active as a horn player in two regular groups.
I learned Spanish in middle school, continued in high school, and improved through friendships with native Mexicans and others from Latin American countries. I am currently working through the Rosetta Stone Latin American Spanish courses. As a substitute, I often teach the bilingual grade school classes. For many years I have been a sponsor, and now a Child Advocate, through Compassion, Int'l. All of my kids (by choice) are from Latin American countries--I write all of them in Spanish (they write back). In October, I am going on a one-week trip to Peru with other sponsors, and will meet Manuel, the boy I've sponsored for seven years. It is very exciting! We will visit projects in remote areas and see real poverty first hand.
With a degree and years of experience in hospitality management, I understand contract negotiation, food and beverage details, and have planned meetings from A to Z, also serving as onsite manager. I have been a member of a professional meeting organization for 20 years, where I've led and served on committees. This involvement has taught me additional leadership skills, which is important to install in students. A specific area of interest is safety/security, leading to contingency planning. I plan to renew my CPR and First Aid certifications.
I am able to assist students in Bible studies (related courses), as I am a Christian (Protestant) and active in a local church. I also received a two-year degree from a Christian college.
Thank you for this opportunity to serve and teach you!
I have been a Christian for over 50 years. I regularly attended Sunday school, vacation Bible school and church. I have continued in church and Bible studies throughout my life. I attended and graduated from Christ for the Nations (associate degree), an intense Bible/missions college.
I read the Bible almost every day and am familiar with most of the Old and New Testament. I have gone through the 40 Days of Purpose (Rev. Rick Warren's course) and am active in Trinity Lutheran Church. Everyone has a different level and/or interest in what part of the Bible to study. I have been sharing scriptures with a friend who is a new Christian, to get him acquainted with the Bible. I also have been a 30-year sponsor of children in developing nations and write many letters to them (in Spanish) quoting Bible verses. I will be going to Peru in the fall to serve on a missions trip with the sponsored children.
English is a spoken and written language and a subject course. While there are many dialects and "slang" expressions, I believe there's no substitute for learning to speak and write this language correctly.
English is a difficult language for some to learn if they are an ESL student. However, we have basic grammar structures, and proper ways to put sentences or phrases together. Most sentences should contain a noun, verb and either adjectives, adverbs, pronouns or means to enhance them. Proper punctuation is important--an area that gets overlooked. I know that elementary students review sentences for errors on a daily basis, but it seems to sometimes slip as people get older.
I would be happy to help students of all ages with English. Speaking, reading and writing it correctly cannot be overstressed.
ESL (English as a Second Language) and ESOL (English Speakers of Other Languages) are critical areas for most schools (elementary and middle),as well as many businesses. With more and more people living in the United States that do not know English as a primary language, but want to learn, it is a great opportunity for those of us skilled in this area to teach them. We may think learning English is easy--that is not true. Unfortunately, English breaks a lot of "rules" that other languages use. Homophones--words that have the same pronunciation but have different spellings and meanings; homonyms--words that are spelled and sound the same, but have different meanings and origins and homographs--words spelled the same but have different pronunciations and meanings, are three of the main areas that could cause an ESL or ESOL student much confusion.
I think it is best to begin by determining what level (if any) the student has in the English language. Perhaps he/she can speak it, but does not know how to write it correctly. Or, the person can speak it, but not read English. Pronunciation is also very important, and that might be the main area to work on. Working on short, common phrases would be a first step. The "conversational language" approach is good with any new language. Learning the English alphabet, numbers and vowels are an indirect part of this. Teaching a student the different vowel sounds--the long and short A and E, for example--will take time. While we want ESL/ESOL learners to understand the proper grammar and sentence structure, it is also important that they know what some common cliques or expressions mean. Things they may hear or read, but are slang, and have a different meaning. English does have its roots in Latin, the same as Spanish, Italian and French, so understanding some words may come more easily.
I have been studying Spanish (and continue through a renowned course) and substitute teach in many bilingual (Spanish) classes. Students learn how to correct written mistakes in both languages (grammar, punctuation, upper case usage). I welcome the chance to help ESL/ESOL students of any age learn English!
Proofreading involves many skills and is not a "take a glance at this" job. One must be very good at sentence structure, style guidelines (AP, APA, MLA or the company's style), punctuation and more. Keep an AP Style Guide on hand--it is a great resource even if this style is not completely being used.
It is hardest to proofread one's own work, so a document should be given to at least one other person to review before publishing.
While it is good to know basic proofreading marks, many times the proofreader becomes the editor. Common mistakes in writing that a good proofreader will catch are run-on sentences, redundancy, changing tenses and not matching the verb with the pronoun (I, he, we, they). Correct punctuation and capitalization are also critical. Spellcheckers are good, but should not be relied on. There may be other words that the program misses.
Having noted these areas, proofreading and editing are skills that I love, as it feels good to work on improving text and making the writer shine!
I look forward to working with those that want to improve writing, editing and proofreading skills.
I have been a substitute teacher in elementary and middle schools for the last three years. Reading is a requirement for the younger students, both in and out of class. I have led guided reading sessions and the "popcorn" style where almost every student has the opportunity to read out loud. My concentration for good reading is correct pronunciation, reviewing key vocabulary words, putting feeling and pauses into the passages and comprehension of text. I have worked with young bilingual (Spanish) students quite a bit. I hope to help students improve in this skill.
Spanish is one of the Latin-based languages (like Italian or French). It is easier to learn than some other languages as all vowels are pronounced (no silent ones), and they always have the same sound. Additionally, while there are many conjugations of verbs, most follow the same pattern, as in "I have, you have, he/she/it has, we have and they have." For Spanish in the Latin American and Mexican dialects, the use of one formal word (when addressing someone older, or a person you do not know well), is common. Listeners will know this as "usted" or "ustedes" (singular and plural). There are a few additional letters in the Spanish alphabet, so I believe it is good to teach a student the pronunciations of each letter. Some are similar to English, only softer in tone. Spanish pronunciation is phonetic, which will help the learner. A key point to remember is that translation is not a "word-by-word" process, i.e. going from English to Spanish. It is often called "transliteration," as words or phrases are put together that have the same essential meaning, but in a different order or using an expression that "fits" in Spanish.
As in other Latin languages, Spanish has masculine and feminine nouns, which require the adjective to match. Adjectives almost always FOLLOW the noun, rather than being said or written before it. In addition, the adjective must follow the singular/plural rule, in that it is changed to reflect the subject. This is true even with colors. In English, we would use "blue eye" or "blue eyes" and blue (adjective) does not changes. In Spanish, it must agree with the noun. When conjugating a verb, one must know the tense--there are quite a few in Spanish, with different spellings from the same ROOT verb. Root verbs end in "ar" (estar, bailar, tocar) "er" (comer, beber, ser) and "ir" (venir, ir, decir) and most follow the same pattern. Irregular verbs have unique conjugations.
While I believe a student can be taught Spanish in a conversational way, where they learn more by repetition, the person still must learn pronunciations, some basic rules of grammar and definitions. I highly suggest purchasing an English/Spanish dictionary (or the student's first language and Spanish) and a nice big 501 Spanish Verbs, which has explanations of Spanish diction, rules and conjugations of many of the most common verbs. They are great reference tools. The latest 501 version comes with a CD.
I am continuing my fluency and understanding Spanish by taking all 5 Levels of Rosetta Stone. Just as in any language, there are speaking, reading, listening (comprehension) and writing elements. I would be happy to help students that are beginning or are in third or fourth level classes. There are many tools available today to help students learn or increase their learning.
I love to write! My experience and education covers writing research papers, newsletter articles, personal bios, website content, press releases and original poetry. I believe writing is an art. Many components make up good writing - correct grammar, spelling, perspective (i.e., keeping the text in third person throughout the piece and ensuring all verbs are in agreement), punctuation and active style. Following style guidelines is also critical.
I am skilled in APA and MLA for college research papers. I also understand AP guidelines.
English writing can be difficult for ESL students, as they need to learn the meanings of homophones--words that sound the same, but are spelled differently--and homonyms (words that are spelled the same but have different meanings). Good writing also entails short and long sentences.
I have worked with ESL students as a substitute teacher, and thus, am in a position where I need to understand both languages (Spanish). Writing is a key component of learning correct English. It is not only a foundation, but will help a student to obtain the best grades. Good writing always illustrates a person's professionalism.
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