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[For example, some people don't fixate on run-on sentences, but sentence fragments jump out at them as they read.]

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Run on sentences, overly flowery language

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formatting, when text is not double spaced, has no paragraph breaks, etc. esp in a long paper. Not that big a deal but I will reformat to keep reading...

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overuse of acronyms

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I don’t want to change what the student means if I provide an alternative suggestion to something they’ve written

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overly beautiful text with little content

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Using famous language and vocabulary

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Abnormal word choice/complicated language; Lack of transitions

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Run-on sentences and unclear article structure.

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Run-on sentences and unclear article structure.

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too many commas in one sentence

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Speaking too fast, accidentally confusing and discouraging students, or on the other hand, checking too much to see if they're following and making them feel "dumb"

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using really fancy words and phrasing, but there's no substance

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That they are understanding the information I am conveying to them. Even when I comprehension check that they are not just nodding/affirming because they think they should or that they should be understanding even if they do not.

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My own confidence level as a ESL speaker.

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too many transitional words or no transitions between ideas/ paragraphs

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Ensuring that they know that their usage of language is valid yet still trying to ensure they are submitting/completing an assignment that will get them the grades they want

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providing them with language that isn’t theirs when repeating their ideas back to them

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I want to keep the students writing voice and not take away from that and help them find their writing voice in english but sometimes we have a task to do and there isn’t enough time to teach them that.

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I want to keep the students writing voice and not take away from that and help them find their writing voice in english but sometimes we have a task to do and there isn’t enough time to teach them that.

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We might gain a new understanding of how non native English speakers might think through different writing processes by examining the types of vocabulary, grammatical structures, and phrases used

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The ability to explain a concept or idea in multiple ways, reading cues (other than verbal) that indicate understanding/confusion

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speaking too fast, using words that they don't understand (e.g. because it's slang or above their language level); misunderstanding cultural contexts in their writing

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Learn about communicating abstract-ish ideas clearly, explain concepts that we might take for granted, challenge our own understandings of "good" and "right" when it comes to writing and English

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Understanding them when we discuss their concerns and work in a consultation (accent mainly). Sometimes after asking multiple follow-up questions I still feel unsure about what they're trying to express, and I worry about feeling embarrassing or causing the student embarrassment because I can't understand their ideas

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I don’t want to overedit their work

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Hearing different ideas spoken with different linguistic or cultural nuisance that can come with a familiarity of multiple languages

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Repetitive phrasing, breaks in sentence phrasing (with commas especially)

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different ways of seeing and knowing

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not sure if they understand every offhand comment I make and if I'm speaking too fast/using too much slang

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not sure if they understand every offhand comment I make and if I'm speaking too fast/using too much slang

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how do we translate the expectations that is often associated with a specific language/ background of thinking

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Flowery language

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learning new perspectives on a topic because they come from a different linguistic/cultural background and might analyze something differently from me

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overly ornate language without actually saying something

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i don't want the student to sacrifice their own voice

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Thinking about the line between fixating on grammar and helping the student improve their writing for clarity (eg when sentences don’t have a subject or run on)

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Clarity with how I speak, especially when I my thoughts are not quite fully-formed during a discussion. I also am concerned about changing phrasing/word choice that might be normal in other places, but is just something I am not used to.

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striking a balance between providing language options and not overcomplicating things

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lack of specificity (ex. no distinct examples/quotes, very rambly analysis)

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lack of specificity (ex. no distinct examples/quotes, very rambly analysis)

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New understanding of texts

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when multiple sentences back to back repeat the same ideas; along with over use of examples

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how can we encourage students to draw from their languages as assets but still be able to help them translate those ideas, without us necessarily knowing their native languages/ where they're coming from

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learning about the different ways writing is taught and approached

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when evidence isn't well chosen and either doesn't support their argument or isn't analyzed well to support their argument

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We can better understand the limits of English; ie which concepts are difficult to translate.

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the different approaches one can take to construct, understand, and analyze an idea

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cliches

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different approaches to writing and exposure to cultural expectations of language and writing

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Being able to workshop ideas and writing with students feels very rewarding both as a fellow and (hopefully) student. Figuring out ways to negotiate meaning together and understanding ideas through students' different linguistic repertoires are also rewarding and help expand our perspectives

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cultural translation--how can I help a student gain understanding themselves if they may be missing cultural background relevant to a prompt or topic?

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superfluous qualifiers

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We can be called to notice and think more about the mechanics of exercising language competencies, and about the assumed cultural knowledge implicit in our communication.