Correcting Written Work: Correcting Written Work Everything, selected items only, or nothing?


Arguments for not correcting anything: Arguments for not correcting anything It doesn’t work Correction is demotivating The teacher should respond to the text as a reader not as an evaluator There’s no time Students don’t look at corrections – they’re a waste of time


Arguments for correcting only selected items: Arguments for correcting only selected items Full correction is demotivating, but students expect some correction Full correction is confusing – students don’t know what to look at If the T spends his/her time focusing on selected items only, full explanations and exercises can be given


Arguments for full correction: Arguments for full correction Ss expect it and will be demotivated if it’s not given Ss can learn from it If the task is so full of errors that full correction would be impossible, surely the task was too difficult?


So :: So : Find out from your students what they really want Make sure they have a realistic view of what detailed correction means for you in terms of time and effort Form a contract with them – if they want detailed correction they put in the preparatory and follow up work it entails


The Preparatory Work: The Preparatory Work If Ss are writing on the computer, when they finish they can run a spell check In any case the work should be proof-read for mistakes – the T can help the S build up a personal or class checklist of common mistakes to look for They should understand that this is only the preparatory stage – the first draft


The follow-up work: The follow-up work If the T has corrected the work indicating language mistakes with a code sp = spelling VF = verb form etc the learner can first try to self-correct Errors can be indicated with a number, and the Ss can be pointed to an explanation and exercises in their grammar book or workbook. Or, the T can build up a collection of these on computer and append them The T can, if possible, make time in a lesson to sit down with the S and discuss more complex areas – eg organisation. Or remedial work can be done with the whole class. The learners can then be asked to submit a revised version of the text


But I don’t have time !!: But I don’t have time !!


Using Peer Evaluation: Using Peer Evaluation Learners can also be asked to evaluate each others’ work, and work collaboratively on their texts. Again, the work they are looking at should be accepted as being a first draft, to be improved not slated Checklists will be necessary to ensure they know what they are looking for Where possible, each learner should contribute their strengths and receive help with their weaknesses


The answer may be …: The answer may be … Be flexible… Different solutions may suit different situations