Learning a language is by no means an easy task; learning nuances like vocabulary, grammar, and sentence structure the first time is difficult enough, but it can be even more difficult learning those skills a second or third time around with another language (shoutout to Madame Ebert for getting me through French in high school).
When a native speaker reads a language learner’s text, small nuances such as grammar may stand out on the page, making it hard to focus on the content it its conveying. For my French teacher, my confusion over masculine and feminine articles was always the first thing that she noticed with my essays. She always made sure to tell me that it was “la” baguette, not “le” baguette.
As peer writing tutors, however, we need to take a different approach when it comes to reading an EAL (English as an Additional Language) writer’s text, especially if we are native English speakers. While we want to make sure that our writers are using correct language and grammar, looking at narrow edits may not be the best way to help our writers revise their work.
That last thought holds the key to our work as writing tutors. Rather than looking at how we as tutors can edit writer’s papers, writing tutors need to look at how we can revise writer’s papers. Prioritizing revision over editing is something to keep in mind in all tutoring appointments, but even more so during EAL tutoring appointments. After all, as tutors we are here as writing tutors, not the grammar police.
Editing vs Revising
So, what is the big difference between editing and revising? According to the Department of Education in Victoria, Australia, revising is focusing less on the language used, and centering more on the ideas and the meaning of the piece of writing (Victoria State Government, 2019). Tutors should be looking at the clarity of the piece as a whole.
Breaking it down further, Monica Ng from the Student Learning Center at the University of California, Berkeley separates editing and revising in the following ways:
Editing
- One-sided corrections, telling the writer what they must do, non-negotiable
- Focusing on sentence-level concerns (spelling, grammar, word choice)
- Looks at the value (grade) of the writing piece
- Evaluating the writing as a product
Revising
- Holistic approach, looking at the strengths, weaknesses, focus, argument, organization, voice
- Dialogue with the writer (expanding ideas, asking questions, strengthening argument)
- Clarify ideas rather than correcting them (Do you mean/ I think you mean…)
- Writer centered vs Assignment centered
If we focus on revising papers during our appointments and avoiding tactics that may fall into ‘editing,’ it will be beneficial to not only our writers, but to us as tutors as well. In doing this, we are giving the writer ways to improve their paper as a whole, rather than ways to improve each sentence. In terms of ourselves as tutors, we can move away from any bias as to what a “grammatically correct” paper should look like to examining papers for clarity and effectiveness, for EAL writers and native speakers alike.
Hierarchy of Concerns
When in doubt, you can always turn to Bean’s “Hierarchy of Concerns” from his book Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom.
In order of broad to specific (or revision-oriented to editing-oriented) pay attention to whether the paper:
- Follows the Prompt
- Has a Thesis or Addresses a Problem or Question
- Has a Quality of Argument
- Is Organized
- Manages Old and New Information
- Has Stylistic Problems
Items on the top of the list, like thesis or argument, are broad and good for revision. Even organization and managing old and new information are focused on revision. If the writer’s paper follows the prompt, has a thesis or addresses a problem or question, and has a quality of argument, keep your eye out for the way that the writer organized their paper. Organization can be difficult enough on its own, but according to scholars Matsuda & Cox in Reading an ESL Writer’s Text, organization is one of the last writing conventions to be taught in the language learning process, if taught at all.
Moving Forward
As I said at the start of this post, learning a language is a very difficult and admirable task. I hope that this post has helped clarify or re-vision your thoughts on tutoring practices for EAL writers (see what I did there? Clarity and revision?)
As a final thought, when you see EAL writer in a student’s profile, don’t assume what to expect. EAL is an umbrella term that covers international students, immigrant students, migrant students, or generation 1.5 (non-native English speakers born in the US) and many other different language-related identities (Sage 2YC, 2017).
So while you don’t know what to expect from the writer, you should know what to expect from yourself: making sure that you help them revise.
References
Bean, J. C. (2011). Writing comments on students’ papers. Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. (pp. 317-336). J. Wiley & Sons.
Matsuda, P.K., & Cox, M. (2011). Reading an ESL writer’s text. Studies in Self-Access Learning Journal, 2(1), 4 – 14.
Ng, M. (1996). Editing vs. revising. [Online worksheet]. Student Learning Center, University of California, Berkeley, CA. Retrieved from https://slc.berkeley.edu/writing-worksheets-and-other-writing-resources/editing-vs-revision
Sage 2YC. (June 08, 2017). Who Are the English Language Learners in Our Classes?. Retrieved from https://serc.carleton.edu/sage2yc/geo_ell/demographics_en.html
Victoria State Government. (December 12, 2019). Literacy teaching toolkit writing process. Retrieved from https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/writing/Pages/litfocuswritingprocess.aspx