Responding, correcting, guiding

Responding, correcting, guiding

1. Ways of redacting to students´writing

   • The ways we read to students´work will depend not only on the kind of  task to students are given, but also on what we want to achieve at anyone point.
     • Responding
       • When responding to our students' work we are not only concentred with the accuracy of their performance but also with the content and design of their writing
     • Correcting
       • In this stage at which we indicate when something is not right.

2. Ways of correcting students´work

   • Perhaps the most common way of correcting students´work has been to return it to students with deal of underlining, crossings-out, quesion marks and the occasional tick.
     • Selective correction
     • Using correcting symbols
     • Using marking scales
     • Reformulation
     • Refering students to a dictionary or a grammar book
     • Ask me
     • Remedial teaching

3. Ways of responding to students´work

   • Rcsponding to our students' work is about reac:ting to tbeir ideas and to how they put thern across.
     • Responding to work-in-progress
     • R.esponding by written c:ornment
     • Post--task staternents
     • Ta,ped comments
     • Electron le 1com,rnents

4. Peer review

   • Is a valuable dement in the writing p:rocess. It has the advantage of ,encouraging students to work collaboratively, somethiog which,. in· a g:roup, we want to foster.

5. Training students to self-edit and self-correct

   • If we wanr students to be able to edit their work based on reacher or peer review, or ifwe want thern to be able to make corrections based on symbols, they need to know how to do this,
     • Finding mistak,es
     • Understanding correction symbol,
       • Stage 1
         • The teacher explains that the class Is going to look at symho!s which indicate mistakes and then purs the symbo]s, one b:y ooe, up on the board.
       • Stage 2
         • The teacher can c:opy a piece ofsmdent work oneo rhe board, or (better stlll) photocopy ir, or type and print it on an overhead transparency (OHT).
       • Stage 3
         • The teacher hands the students sorne incorrect sentences wíth symbols included
     • Removing sym1bols graduaHy
       • Lines and syimbols
       • Underlining with no symbol
       • Margin symbol
       • Margin marks
       • 0ne margin mark
     • M'aking corrections
     • Error checldist
     • Directed questions
     • Discussig writing

6. Making homework successful

   • Whether our students do the majority of their writing in. class or as bomework wil depend both on the type of course we are teaching and on the number of hours a week that students are studying.
     • Discussing homework issues
       • It is a good idea to discuss homework with students. There are va:rious topics to talk about.
         • Why homework
         • Homework load
         • Appropriate homework tasks
         • Explain the marking criteria