Haga clic para modificar el estilo de subtítulo del patrón 20/11/08 Writing and correction.
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Haga clic para modificar el estilo de subtítulo del patrón 20/11/08 Writing and correction
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Transcript of Haga clic para modificar el estilo de subtítulo del patrón 20/11/08 Writing and correction.
Haga clic para modificar el estilo de subtítulo del patrón
20/11/08
Writing and correction
Haga clic para modificar el estilo de subtítulo del patrón
20/11/08
What do we write?
Haga clic para modificar el estilo de subtítulo del patrón
20/11/08
A form to be filled in
A formal letter of …
An informal letter …
Postcard
Note
List
Sentence
Paragraph
Sign
Fax
Instructions
Comment on others work
Review
Advert
Brochure
Message
Story
Description
Definition
Article
Report
Proposal
Haga clic para modificar el estilo de subtítulo del patrón
20/11/08
Writing syllabus at ELI
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Writing
What our students should be thinking about when they are writing:
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Writing has various SUB-SKILLS:•Co____________ •Co____________•Pu____________•A__________ of reader•La____________•At__________ of text•Overall ________ of text•Level of ap__________ / formality
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Writing has various SUB-SKILLS:•Cohesion •Coherence•Punctuation•Awareness of reader•Layout•Attitude of text•Overall message of text•Level of appropriacy / formality
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Match the activity with the sub-skill of writing it is practising
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• Correction:
• Is it any use?
• What message are we sending to our students?
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Is it any use?
Doesn’t really matter – our students expect and need correction.
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•The context:•STUDENT: A 12 year-old girl from Spain, Ana. At the end of her first year of secondary school and of a first year coursebook.•TASK: Telling an adventure story ‘Jane Bond goes to Seal Island’.•TEXT-TYPE: a film review based on narrative (i.e. plot not characterisation)•LANGUAGE FOCUS: present simple review, 3rd person subject/object pronouns•SENTENCE WORK: combining sentences with ‘and’ and linking sentences with ‘then’, ‘finally’•VOCABULARY: action verbs, forms of transport
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Jane Bond is a secret agent. In this film she goes to Seal Island to take photographs of a secret rocket. She drives car to the beach and get a boat. She drives boat to Seal Island. Then she climbs up the rock and take photographs in a big house. In there there is a bus, rocket, lorry and people. Then some man catches she with a gun. When he asleep Jane escapes. Then she goes to boat and climbs on to the ladder into the helicopter. Then she escapes.
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What would you give this piece of writing out of 10?
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P
Sp
WW
WV
T
GR
PREP
EXP
L1
TR
WO
SING
PL
GER
INF
?
!!
√√√\
^
Punctuation
Spelling
Wrong word
Wrong verb
Wrong tense
Grammar
Wrong preposition
Incorrect expression
Use of Spanish
Translation
Word order
Singular needed
Plural needed
Gerund needed
Infinitive needed
I don’t understand
What?
Good
Very good
Extra word
Word missing
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There are 3 main ways of using such a correction code:
1. Correction – student errors are clearly identified and corrected by the TEACHER…photographs of a secret rockedt. She drives drove a car to the beach and get a got into a boat.
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2. Controlled correction – student errors are clearly indicated but not corrected by the teacher…photographs of a secret
rocked. She drives car to the
beach and get a boat.
sp T
T
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3. Guided correction – 3 possibilities-locate errors but don’t tell what type they are…photographs of a secret rocked. She drives car to the beach and get a boat. -tell what type of error and how many, but don’t tell where they are…photographs of a secret rocked. She drives car to the beach and get a boat. -tell what type of error and how many and where they are…photographs of a secret rocked. She drives car to the beach and get a boat.
T x 2, ^ x 2
T x 2, ^ x 2
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What are the advantages and disadvantages
of using this correction code?
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-the time and effort we put into correcting student work is not necessarily proportional to the effect it has on student learning-not all homework has to be corrected for grammatical accuracy -be consistent with the code, make sure students know what you’re on about-be selective about amount of errors to be corrected -tell students you’ll only be correcting for ½ the areas -try and let students know they are writing to learn how not just to be assessed
Haga clic para modificar el estilo de subtítulo del patrón
20/11/08
The message we send our students if we always
correct this way:•Register isn’t important if you don’t make mistakes in grammar.•To pass you don’t need to produce any complex sentences, just get the basic grammar right.•I will give your work a mark based on how much of the grammar you got right.•Just stick to what you know and don’t try anything – you might get it wrong.•I will only correct spelling mistakes, the other criteria are not important.•I will give points for accuracy, never for content
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We need to PRIORITISE and SELECT errors...
Look at Ana’s composition.
What errors / areas would you select for further work for
- Ana herself- her whole class
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Remember!
At FCE we should encourage experimentation – they do, in fact, not get penalised for being adventurous and getting it wrong.
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Other ways of correcting...
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Today I got up and had a breastfuck.
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redrafting
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1. from a different person’s point of view
2. as a speed writing exercise3. in pairs4. pass it on5. do someone else’s6. rewrite on computer
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Marking – the results...Mark out of 10
Group 1 Group 2 Group 3 Us!
1 0 0 0
2 1 0 0
3 3 1 0
4 2 4 3
5 5 3 8
6 7 8 3
7 6 4 2
8 0 8 3
9 9 2 0
10 0 0 0
