A Content Area Writing Lab for Preservice Teachers and Second Language Learners.

A description is given of a writing lab in which teacher education students from a content area reading class helped English-as-a-second-language (ESL) learners improve their writing. The activity employed an instructional technique called "reformulation." First, each ESL student wrote a relatively short essay (300-400 words) on a selected topic. Next, a copy of each essay was given to a native speaking student teacher who "reformulated" it, i.e., re-wrote it without altering the content, yet changed it from beginning to end to sound as native-like as possible. Third, each ESL student worked together with the native speaker comparing the reformulated version with the original and produced a final version of the essay. A verbatim example of a segment of an original essay, its reformultion, and re-write is provided. (JD)