Hi Rob,
Many of our students are ESL learners, but I also have native English speakers 
who never acquired college-level writing/communication skills. I do require 
papers in my classes, and spelling/grammar/mechanics/etc. usually make up 
15-20% of my grading criteria. I give students my grading rubric at the start 
of the semester, and I do get a few students who cry foul over my system. Their 
logic is that I shouldn't count off for writing because, after all, I'm a 
Psychology teacher. My response is that, if students cannot effectively 
communicate their ideas in English, it doesn't matter what they know about 
Psychology (or any other college course).
Julie



Julie A. Penley, Ph.D.
Associate Professor of Psychology
Special Assistant to the Dean
El Paso Community College
PO Box 20500
El Paso, TX 79998-0500
Office phone: (915) 831-3210
Department fax: (915) 831-2324 
email: [email protected]
webpage: http://dnn.epcc.edu/facultywebpages/jpenley





-----Original Message-----
From: FLINT, ROBERT [mailto:[email protected]] 
Sent: Monday, November 15, 2010 1:00 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] English as a second language

Albany, NY is not a terribly diverse community, and thus I have not frequently 
been faced with students for whom English is a second language. I was shocked 
by a recent student request to reduce their point deductions on a term paper 
(resulting from excessive spelling, grammatical, and punctuation errors) 
because the individual claimed English was her second language. Have those of 
you who teach at institutions with a more diverse student body received such 
requests?

Sincerely,

Rob Flint
--------------------------------
Robert W. Flint, Jr., Ph.D.
Professor of Psychology
The College of Saint Rose
[email protected]
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