1	Addressing the Writing Needs of Deaf Students at Different English Proficiency Levels
2	"CODA (hearing Child of..." CODA (hearing Child of Deaf Adults) from Washington, DC, home of Gallaudet University, the first college for deaf students Native User of Sign Language Degrees in English from State University of New York Have worked at NTID, first technological college for deaf students, over 20 years-interpreting, note-taking, captioning, tutoring, teaching
3	Developmental English Courses at NTID Three strands: Reading, Writing, Literature Reading I Writing I (or Integrated Reading/Writing 1&2) Reading II Writing II Explorations in Literature Reading III Writing III Analyzing Literature Reading IV Writing IV Themes and Symbols Written Communication I Written Communication II
4	NTID Writing Course Placement Students' proficiency level and placement into a writing course are determined by their score on the NTID Writing Test, which is taken during orientation week. Students are asked to describe their first impressions about NTID. Below 40 Academic Writing I 40-49 Academic Writing II 50-59 Academic Writing III 60-67 Academic Writing IV 68 and above Satisfies NTID Writing Requirement
5	NTID Writing Placement Test- Categories and Samples Organization (essay could be outlined by reader, topic stated clearly, transitional markers and clear paragraphing) Content (addresses topic, shows quality of ideas, supporting examples, unity of thought) Language (grammar, mechanics, clarity of reference, complexity of sentence structure) Vocabulary (word choice “sophistication,” use of figurative and idiomatic expressions)
6	Writing II and Writing IV Course Descriptions
7	Strategies for teaching students at lower and higher proficiency levels Utilize display-sharing technology to enhance the teaching-learning experience a. Smart Classroom b. Laptop Projection
8	English Department “Smart Classroom”
9	Classroom Dynamics
10	Comparative Study on the Effect of Technology in the Writing Classroom
11	Laptop Use in Traditional Classrooms Some smart classroom techniques can be used in traditional classrooms by adding a laptop computer and projection device
12	Ensure that teachers are fluent in sign language, with good receptive skills
13	Organization/Content: Assign writing at the paragraph level “Food for thought!” Emphasize the “paragraph as sandwich” model in order to get students thinking about coherence and unity.
14	Strategies for Teaching Writing to Lower Proficiency Students
15	Content/Language Assign writing that maintains a consistent point of view and verb tense--such as narration, description, and process-and emphasize grammar/writing concepts relative to each mode. Narrative paragraphs allow for focus on past tense verbs, time order, complex sentences w/adverb clauses, and pronoun use within a controllable format. In addition to having students write from personal experience, selected short media is used so students can avoid overusing the “I Box”.
16	"Descriptive paragraph writing assignments allow..." Descriptive paragraph writing assignments allow for focus on word choice/word forms (adjective use), sentence structure, and prepositional phrases of location.
17	Language/Vocabulary Require complete sentences in all student writing, not just in the paragraphs Discourage students from copying questions to selected readings Encourage students to respond to reading questions by borrowing key words from the questions and then answering the questions.
18	Organization/Content Assign expository writing using the traditional essay model Structure/Organization: Introduction with thesis Body paragraphs (“sandwich model”) Conclusion
19	Strategies for Teaching Writing to Higher Proficiency Students
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22	As part of the writing process, assign peer review by designing response forms, which encourages both description and analysis of classmates' writing. Give a grade for the quality of the peer's response.
23	Language/Vocabulary Introduce students to paraphrasing techniques and strategies Steps: Understand what you are reading Decide whether the sentence is in active voice or passive voice Re-state by using your own words and possibly by changing the sentence structure. Try to paraphrase in less number of words than original
24	Analyze Structure and Technique in Professional Writing Provide “accessible” reading selections demonstrating that the “pros” use many of the same strategies learned by students Assign “summary analysis” of selected readings
25	Writing Samples: comparison of one student's writing-entry vs. exit
26	Addressing the Writing Needs of Deaf Students at Different English Proficiency Levels