Chapter 3

Phonology:

1. How are speaking and writing different in this linguistic area?: In phonology, students often cannot tell the difference in sounds. For example, students may write "their" instead of "they're" or "there" because the sounds are the same. The author also mentions cases such as making errors in verb agreement because it is difficult to pronounce the plural -s in some cases. In this sense, we can observe that speaking bleeds into writing easily. Students may get confused when they acquire English orally rather than writing/reading.
2. How can spoken language practices create errors or problem for writers?: As I have mentioned above, students who acquired English through speaking will have problems distinguishing small details such as "their" "they're" "there" due to their homophonic sounds. They will also have some spelling errors by letter reversal such as spelling 'believe' as 'beleive' thinking that e takes care of the sound of 'ie.'
3. How might you help student writers working on these issues?: There are several ways to help students with this problem. I believe the first step is to approach simple grammatical rules and write it out on the board for them. This helps students to visualize the spoken language and written language and see their difference. Another way is perhaps to point out the context after explaining the grammar error. For example, if they wrote "there" instead of "their," we could explain the difference and have them read it in two different ways to see if they can tell the difference.

Morphology:

1.  In morphology section, the author emphasizes that speaking patterns that bleed into writing language are subject-verb agreement, excessive use of pronouns (indefinite, demonstrative). Students will often use someone, somebody, everybody, that, this, these into written language because those are prevalent in spoken language.
2. Spoken language practices in this case create not only grammatical errors but also could make written language very murky. If the student uses excessive pronouns, the readers will be left confused. For example, this, these, that, are difficult to use in written language because it does not signify anything. Pronouns must be carefully used and are often times discouraged in written form.
3. In order to help students with this problem, I would suggest circling pronouns and try to clarify who/what they are talking about. This could help clear up a lot of mistakes because I have had experiences correcting my own papers by doing this. Students can visibly see what their excessive use of pronoun looks like.