Editing Request 1

1 thought on “Editing Request 1”

1. Robert Harrell

   May 12, 2012 at 5:33 pm

   You are assuming a certain familiarity with TPRS terminology. Can you count on that?

   in the story script we are using and we do Personalized Questions and Answers (PQA) with them (then use the acronym after that)

   I try to remember that the structures are the real target of the lesson. My success depends on remembering that one thing. I remember that the PQA and story are merely a delivery device for the structures, and not vice versa, and so I make sure that at least one target structure is included in each thing I say.

   we know that it is time to bail out of the PQA

   Monday PQA, the way I do it personally, leads to two days of a story on T/W.

   should be largely an effortless, fully unconscious process

   -do you really want a blog URL in a conference program?
   All that is required is that the language be presented in a way that the learner not feel anxious and that the content be interesting. [End sentence here]

   teachers who use comprehension–based instruction.

   play a role of supreme importance in comprehension–based instruction.

   Your analogy in the last paragraph is not quite solid:
   In one class period the mind could not decode fifty target structures, rebar rods, any more than the concrete on one floor of a building could hold fifty rebar rods – they would overload the structure in the same way that too many target structures would overload the power of the mind to decode all that sound into meaning.
   The floor of the building is much more analogous to a semester or year of TCI; it will easily hold more than fifty rods of rebar. Each day is more like a one square foot section of a building. Perhaps the better analogy is to the walls of a building, and each day is like a cinder block – that also needs rebar. You couldn’t put 50 rods into a one-foot section of wall.

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