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Return-Path: <email@example.com> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j1HGeFC20107; Thu, 17 Feb 2005 11:40:15 -0500 (EST) Date: Thu, 17 Feb 2005 11:40:15 -0500 (EST) Message-Id: <004f01c51510$74a493d0$0202a8c0@frodo> Errors-To: firstname.lastname@example.org Reply-To: email@example.com Originator: firstname.lastname@example.org Sender: email@example.com Precedence: bulk From: "Marie Cora" <firstname.lastname@example.org> To: Multiple recipients of list <email@example.com> Subject: [NIFL-ASSESSMENT:916] RE: separate rubrics for ESOL and ABE X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook, Build 10.0.2627 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 1559 Lines: 44 Hi Howard, how are you? Thanks for your reply. Can you show us some of the descriptors in your rubric? Do you find that ESOL learners have the same types of challenges as ABE learners in writing then? Do ESOL and ABE people attend writing classes together in that case? Or are they in separate classes? And if so, how do your classes align with your rubric? I guess I'm having a hard time envisioning your rubric (I feel like it has to be enormous to cover a beginning ESOL level and go thru an advanced ABE level). Thanks, marie -----Original Message----- From: firstname.lastname@example.org [mailto:email@example.com] On Behalf Of Howard Dooley Sent: Thursday, February 17, 2005 11:06 AM To: Multiple recipients of list Subject: [NIFL-ASSESSMENT:915] RE: separate rubrics for ESOL and ABE I, too, am interested in the question of separate rubrics for ESOL and ABE/ASE learners. At my program we don't differentiate, and the simplified reason is that we don't hold learners to different standards. Our instructors see "good writing" as "good writing" whoever is doing the writing. Of course, at the lower levels of the rubric, one can usually distinguish the native born speakers and writers from the ESOL speakers and writers by the type of errors and issues in the writing. But, does that mean there should be a different rubric, or qualifiers, or descriptors for ESOL learners? Is separate inherently unequal, or it is appropriate and necessary to facilitate learning? Howard L. Dooley, Jr. Director of Accountability, Project RIRAL
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