Main points:
- Be selective in marking errors
- Give top priority to the most serious errors; those that affect the comprehensibility of the text
- Give high priority to errors that occur frequently
- Consider the student's level proficiency, attitude, and goals
- Consider marking errors recently covered in class
- The most serious errors
- The ones that impede global understanding; usually involve more than one clause
- Those that do not affect overall comprehensibility are local errors
- The frequently occurring errors
- If the student has few global errors but multiple local errors, focus on the local errors and the repetitiveness will become a distraction
- Consider the student
- Consider her or his level of proficiency
- If a student is relatively advanced he or she may be able to cover several errors with no problem
- Consider the student's attitude
- How confident, resistant, or discouraged is the student?
- Consider the student's goals
- Does the student want to improve their overall writing or just eliminate the errors?
- Consider marking errors recently discussed in class
- Locate the error
- Identify the error with a symbol
- Decide when to start marking errors
- For earlier drafts, focus on content
- Mark and refine sentence level errors on later drafts
- Who will identify and mark errors?
- Other readers such as peers can be an active part of the editing process
- Afterwards, give them ideas and help them understand how they can benefit from the feedback
- For grading
- Determine whether the errors and primarily global or local
- Use this information when determining a grade
- Strong content but too many local errors can bring the overall grade down
- It's better to assign an overall grade than separate ones for content and structure; students will overlook what they need to work on and fixate on the higher grade
- Justify the grade they got with an explanation
- Give them positive comments regarding their strong points and improvements
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