I want to thank all of those who helped make the annual I-TESOL so fantastic! Amy Barlow and Arwen Wyatt did such a good job. Andy Curtis gave great plenaries. And of course, all of you who presented and attended made this conference a success.

In our board meeting, we discussed two major themes associated with the website. First, we want to make it possible to join I-TESOL from the website (if you didn’t go to the conference). Now, you can! Click here! 

We also want to make the website more useful by allow members to contribute more frequently to the blog portion of the website. If you are interested, please fill out the form below.

Call for Submissions— New Ways in Teaching Creative Writing for the ELL Community

Call for Submissions—

New Ways in Teaching Creative Writing for the ELL Community

Seeking contributors with exciting and effective lesson plan ideas for using creative writing in the English language classroom.

Submission Deadline: October 1st, 2016

If you would like your submission to be considered for inclusion in this groundbreaking volume, please follow the guidelines below and submit to the co-editors, Patrick T. Randolph and Joseph I. Ruppert, at their email address:

 Scope and Purpose

For decades, creative writing has long been ignored as a pivotal craft for helping ELLs enhance their writing skills. Recently, however, the tide has dramatically turned. There has been a huge and constant wave of interest in using creative writing to evoke more learner interest in the writing process. A number of instructors have used creative writing to improve their ELLs’ writing skills and help them gain confidence along the way. This volume will be the first of its kind.

New Ways in Teaching Creative Writing for the ELL Community will be an eclectic collection of ELL classroom-centered activities contributed by professionals who have developed these ideas in their respective ESL or EFL environments. We look forward to receiving lesson plan ideas from English language teachers, graduate students, and directors who have creative and innovative methods that focus on using creative writing as a tool to help enhance our ELLs’ writing skills. We also encourage our contributors to submit a sample of their student’s work for the volume.

We are looking for activities and exercises that would later develop into distinct chapters for the following areas:

  1. warm up tips/ideas
  2. on words (e.g., creating words, writing about words)
  3. on poetry (e.g., haiku, free verse, 6-word novels, 100-word poems)
  4. on fables (e.g., creating new fables, creating dialog for fables)
  5. on fiction (e.g., flash fiction, short stories, children’s stories)
  6. digital writing (e.g., fan fiction)
  7. on play writing (e.g., short one-act plays, dialog techniques)
  8. on letters (e.g., creating letters home, writing letters to the future)
  9. on creative essays (e.g., essays exploring a utopia, a new religion, a unique school)
  10. on journals (e.g., using journals as short story starters, creative nonfiction)
  11. on research skills (e.g., paraphrasing through poetry, summarizing fables)
  12. on presenting students’ work (e.g., poster sessions, poetry reading ideas, play



The book is primarily directed at teachers who work in Intensive English Programs or for instructors who work at English Language Institutes. However, contributors should feel free to explore options for various populations and settings such as EFL learners, adult education, and young writers (K-12). In addition, consider adding a reference to instructional websites in the appendix of your submission.


This series offers at-a-glance, simple lesson plans. All contributors should follow as closely as possible the format below:


400-800 words

Section Parts

  • Title top online casino for machine games
  • Contributor’s Name and Email Address
  • Level/s (beginning, intermediate, advanced, all levels) for which the lesson is most appropriate
  • Aim/s of the Lesson (e.g., motivation, developing fluency, accuracy, critical thinking)
  • Class Time
  • Preparation Time
  • Resources Needed
  • Procedure (please be as clear as possible)
  • Rationale (e.g., concepts, theories, research findings which support your ideas—research in neuroscience or second language acquisition preferred)
  • Caveats or Options (for caveats, explain possible trouble areas; for options, offer alternate ideas or consider different contexts)
  • References and Further Reading
  • Appendix (e.g., a student sample of the idea, worksheets, Internet references)
  • Short 50-word bio

Note: Please provide a note or reference if your lesson plan is based on another source.

 Acceptance Process

Contributors should follow the format of the series as closely as possible and use APA for formatting and referencing. As above, submissions should be meticulously reviewed and checked for clarity and accuracy by the contributor before submitting. All submissions will be carefully vetted by the co-editors and given a final review by the TESOL Book Publications Committee. There will be no automatic acceptances.


TESOL asks all contributors to assign their copyright to the association. The author(s) will be asked to sign a contract during the production cycle for the volume. Please do not submit work that has been previously published,* is currently under consideration elsewhere, or already under contract, and do not submit work for which you wish to retain copyright. All contributors will be given a TESOL Press permissions form to use and are responsible for obtaining copyright permission to use previously published material. *Note: If you have previously published a lesson plan and you own the copyright, then you may submit your work to the project.

Sample Contribution

Title: A Breath of Life

Contributor: Patrick T. Randolph

Levels: Intermediate to Advanced

Aims of the Lesson: Introduce the idea of a breath poem; develop an understanding of powerful word use; help students understand syllable use; help students understand the importance of conceptual images through language; promote critical as well as creative thinking.

Class Time: Approximately one hour

Preparation Time: 10-15 minutes

Resources Needed: A sample of two to three breath poems. For examples, go to


  1. Copy a breath poem on the board and read it to the students. Then, ask what senses, feelings, and emotions it evokes. Next, ask the students how many syllables they count in each line (3-3-4).
  1. For more syllable practice, choose five-seven more words and ask the students to identify how many syllables there are in each.
  1. Now, model a breath poem by writing one together on the board.
  1. Next, have the students pair up and write their own breath poems. Be sure to emphasize that the images and sounds of the words are important. Do not focus only on syllable count.
  1. Have the students write their poems on the board. As a class, check to see if they have followed the 3-3-4 syllable count and planted powerful word images in the reader/listener’s mind. During this process, show the importance of selecting strong or powerful words versus weak words (e.g., “very sweet smile” could be changed to “cinnamon smile”).
  1. Finally, have the students write two-three breath poems as homework. These will be reviewed the following day in class.

Rationale: “Clutter” is a problem writing instructors deal with on a weekly basis. This activity shows students how to select the proper word or phrase for the proper situation. They learn the concept of powerful versus weak words and how to implement powerful words in their writing. They also require new, fresh, and useful vocabulary for their academic careers (Randolph, 2013).

Caveats: As above, be sure to model this kind of poem and write one with the students. It will comfort the students and allow them to see how easy and fun these poems are to write.

Options: If students are familiar with the 6-word novel, you may want to introduce the activity with that concept.

References: Randolph, P. T. (2013). Creative writing and critical thinking with breath poems. The CATESOL NEWS, (45)2.

Appendix: A student sample

Rain on the Campus

Gentle rain;

Wet petals

come quietly.

—Lijuan Wang

LDSBC Job Opportunity

LDS business college is looking for a teacher to cover 3 classes starting in the next couple of weeks (a teacher is moving out of state). It is something that is likely to continue as an adjunct position. It is not a posted position right now, but please send the info to people you think would be interested.

It is not necessary to be a member of the LDS church, but you are expected to abide by the honor code. The classes are Monday, Wednesday, and Friday 12:40-4:00 and it is two writing classes (equivalent to freshman English) and a speaking/listening class. The semester (or quarter) ends Apr 13th.

Contact Christine Graham 801.524.8168 with a CV if you are interested.

Master’s degree preferred.  The position pays $730 per credit hour, and the classes are 3 credits each.  Pay will most likely be prorated for the remaining part of the semester, which started on January 13, 2016.

Job Posting — Jannus in Boise


JOB TITLE: Services to Older Refugees Coordinator
PROJECT: slots real money English Language Center
STATUS/HOURS: __ Full Time  _X  Part Time _25_ Hours per week 63% FTE
FLSA STATUS: __ Exempt      _X_  Non-Exempt
PAY: $20 per hour
REPORTS TO: Steve Rainey, Program Director
POSTING DATES: September 8 thru September 22, 2015


Under the Services to Older Refugees (SOR) program, the coordinator will be responsible for connecting with community services and providers, developing appropriate activities for older refugees, teaching multilevel English language classes for adults 60 years old and older, utilizing trauma-informed practices to provide students with opportunities to socialize, build community, and prepare for the naturalization process.


  • Develop and teach senior ESL (English as a second language) classes; evaluate and adapt curriculum to client needs; integrate citizenship and civics topics into classroom instruction; prepare students for the interview and English Language Test portions of the citizenship exam;
  • Differentiate instruction for students at beginning, intermediate, and advanced proficiency levels;
  • Plan and execute social events, field trips and community service projects for older refugees;
  • Collaborate with Boise State University faculty and students through Project SHINE (Students Helping in the Naturalization of Elders), a national service-learning initiative in which university students assist elder immigrants and refugees in their efforts to learn English and obtain US citizenship;
  • Collaborate with outreach workers, case managers and resettlement agencies to develop and provide programs tailored to the needs of elder refugees in Boise;
  • Conduct regular assessment of senior ESL students’ English language development and progress towards class learning objectives. wms jungle wild slot machine
  • Schedule presenters and interpreters as needed to connect class with community events and programs;
  • Research and apply best practices in working with refugee elders;
  • Provide instruction utilizing trauma-informed service practices;
  • Maintain accurate records and compile and submit semiannual reports to program director;
  • Maintain records of curriculum, lesson plans, and materials;
  • Maintain communication with program director on concerns, successes, updates and issues;
  • Regular attendance required.


  • Experience in curriculum development;
  • Experience successfully coordinating events or programs across community organizations;
  • Experience working with a variety of language groups and cultures;
  • Experience in adult education and familiarity with current trends in adult education;
  • Familiarity with citizenship/civics issues;
  • Training and experience in providing trauma-informed service; top us online casinos us players
  • Basic computer skills;
  • Must be able to pass a criminal history background check.
  • Must have access to reliable transportation and be able to provide proof of state required liability insurance coverage;


Masters in Teaching English to Speakers of Other Languages (TESOL), Applied Linguistics, or related field or bachelors and 4 years’ experience teaching adults in English Language Training (ELT) setting.




General classroom/office setting, working with individuals from various cultural, educational, and socio-economic backgrounds.

PHYSICAL REQUIREMENTS: Sitting, standing, walking, repeated hand and wrist motions (for computer use) are required. May be required to lift up to 25 pounds.


Complete the Jannus Employment Application available at and send with your cover letter and resume to  Or fax to 208.331.0267 or mail or deliver to 1607 W Jefferson St., Boise, ID  83702.

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential duties of this job. 

Jannus is an Affirmative Action / Equal Employment Opportunity Employer

Jannus, Inc. shall abide by the requirements of 41 CFR sections 60-1.4(a)(7), 60-300.5(a) and (d), 60-741.5(a) and (d), and 29 C.F.R. Part 471, Appendix A to Subpart A, if applicable.  These regulations prohibit discrimination against qualified individuals including on the basis of race, color, religion, age, gender, pregnancy, national origin, mental or physical disability, genetic information, sexual orientation or gender identity, veteran status or disability, military status, or any status protected by federal, state or local law and require affirmative action by covered prime contractors and subcontractors to employ and advance in employment women, minorities, qualified protected veterans, and individuals with disabilities.


Rev 2/2/2015