pg 02 -04 Error correction.pub
Transcription
pg 02 -04 Error correction.pub
Forum SIXTH ISSUE BELTA Matters What are your thoughts on error correction in marking English Language compositions? December 2007 Brunei Darussalam CORRECTING COMPOSITIONS: HOW TEACHERS FEEL I think error correction and marking English Language compositions are helpful for both teachers and students. Teachers and students can get feedback from correction and marking. Unfortunately, it is time consuming. Schools must take into consideration that even teachers who mark PMB Exam papers spend whole days to mark at least 40 papers daily, without having classes and other interruptions. How will a teacher mark, say, 70-plus compositions given to students in a week to be returned by the next week? The I think that any form of error correction is of great importance as the students are able to identify their mistakes and be more aware of them. When marking essays, I think that it is vital to give students feedback, not just a grade or mark. It is from the feedback that students will be aware of their essay-writing competence, that is, whether they have met the topic question, the types of language errors that they have committed and therefore how they are able to improve. Students should be aware of the criteria used for marking their essays as this will enable them to identify their weaknesses and how they are able to improve. I usually spend a whole lesson on error correction for when I return marked essays. During the lesson, The average Bruneian students' problem where composition writing is concerned mainly lies in grammatical inaccuracy and the usage of incorrect expressions. These ingrained errors are caused by mother tongue interference and their inability to recognize these errors as unacceptable English Language sentences. Where an expression is semantically incorrect due to direct translation from Malay, I would normally rewrite/ correct the wrong phrase or sentence for the students so that they will learn the correct English language expression. However, if there are too many gross errors in a student's writing to the extent of impeding my understanding, I will have an individual 'error correction session' with the student where he/she has to clarify to me what exactly he/she is trying to convey. I will leave the composition unmarked except for an overall grade indicated at the bottom of the composition. This is to avoid demoralizing the student if his work were to be practically covered in red ink. The corrections (or the re-write) are only written out on a fresh sheet after an in-depth student-teacher discussion of the errors. How much error correction is too much or necessary? What is your preferred method of correction and how helpful has it been for your own students? teachers are left to compromise on their marking if not their personal life outside teaching. In the long run, any teacher will exhaust themselves with marking even if they have years of experience. Correcting errors is too much if it has to consume a lot of teachers’ time. Marking can be tiring, your eyes get tired, your back hurts and in the end, your energy as a teacher disappears! Dk Noorul Hairani binti Pg Hj Abd Rahim SM PDSM Mentiri the topic question is analysed, that is, story development and approach to the topic. Then, with the students' permission, I read extracts of their essays (from the very good ones to the poorly written ones) and invite comments from the class. Then a paragraph is projected and students read it, identifying the various errors (some common ones are spelling, punctuation, sentence structure, specific vocabulary, tenses and subject-verb agreement). Once that is done, students are then asked to pick their worst paragraph and do their correction. For the very weak students, language enrichment exercises (e.g. syntax, vocabulary and grammar) are given as supplementary assignments. Adrenne Chinn St George’s School In other words, I would only correct every single error in a student's work if the composition is comprehensible. With a seriously erroneous piece of work, I would have a more informal discussion with the student concerned with regards to the correct vocabulary or grammar structure that he/she should use in his composition. I generally put a lot of importance on error correction in compositions as I know that my students view corrections as a language learning aid instead of some kind of humiliation. I believe that corrections should accompanied by words of encouragement and positive remarks in order for it to be a highly effective tool in eliminating recurring errors. If this is done, our students will most certainly understand that their teacher's sheer intention is to improve their writing skills and to develop their language proficiency instead of to degrade his or her lack of language skills. Doing corrections will then be an activity that they will look forward to doing more often in future composition lessons. Cikgu NorAziah Hj Mohd Ismail SM Sayyidina Hasan CORRECTING COMPOSITIONS: HOW TEACHERS FEEL Although it is a teacher’s duty to mark and correct all students’ work, sometimes marking compositions is really a burden (especially with deadlines for tests and exam marks). Marking 100 compositions in such circumstances is really a nightmare to me! Composition books will be piling up on the language teacher’s desk by the end of the week. Compare this to a Mathematics or Geography teacher who has a pile of exercise books of the same height. She can finish her marking by the end of the day. Language teachers need to check literally everything from accuracy, punctuation, vocabulary, sentence structure, spelling, paragraphing, relevance, tone, register, interest value to handwriting. It is only after referring to the band descriptors in the marking scheme that a teacher can put down the marks. Although a teacher takes much care to correct all the errors, how much do students benefit from it? They seem to keep on repeating the same errors throughout their school years. How many of our students actually look over the work returned by us? Normally I give general feedback to the class by listing their weaknesses, strengths and common errors. The students have to identify the errors and Error correction is a necessary evil in the process of grading English Language compositions. When you have to correct every single mistake, or even worse, the same mistakes, then it’s too much, not to mention tedious. It is also de-motivating for the students to receive papers riddled with red marks. I use the PMB marking scheme and symbols to help my lower secondary students recognise their errors and, eventually, aid them in confidently carrying out self-correction. Although I do not practise it often, I would prefer to use selective marking, where I correct a specific area of grammar or content. I find that this allows a more focussed analysis of chosen language areas, be it tense, agreement, spelling, punctuation, paragraphing or content. It is also a good tool that I can use to review specific topics such as past tense or subject-verb agreement. Students would also benefit more from this, as their returned papers would not be covered with red marks. Sometimes, this method of marking proves more effective and lends more assistance to the students in recognising and identifying the errors themselves. It is helpful to my students once they understand what the symbols entail and how to self- correct them in class. This way, no one can get away from doing the corrections. They also learn how to identify and correct their own errors. Suggestions on what and how to improve are written on their individual pieces of work. When marking classwork and homework exercises, I underline and put numbers next to the errors. Then I write down the word ‘corrections’ just after the marks and put the numbers down. Students are to correct just the underlined and numbered parts. They can’t ignore the red numbers (easily spotted) and I will refuse to mark the next composition if I see them still blank. Students have to think about their mistakes and to discuss either with me or a friend if they are not sure. My main aim is to make them be more responsible for their language development. Sometimes I just mark some parts of the composition that I want students to work on. For example, after teaching them about the introduction, I will write down Marked for Introduction only! This helps students to concentrate on certain parts of composition writing and also helps to reduce my marking load. Norhashimah bte Hj Burut, SM Sultan Muhammad Jamalul Alam correct. It raises their awareness about the kinds of errors they have committed, which I believe is the first step to improving their writing. Of course, by no means are the students ever left to their own devices. Explanations (even repeatedly!) of the symbols and samples of the correct versions of each symbolised error are vital and constant practice is required before the students can carry out self-correction independently. However, for students who lack understanding of the basic grammar rules (such as tense, agreement, even word order and sentence construction), using symbols for error-correction can be a difficult process, both for my students and me. Not only are they usually not able to correct their mistakes, they are also unable to identify them. More often than not, the weaker students’ errors involve sentence constructions, the kind where the symbols for single word errors would hardly be applicable nor practical. In these instances, I usually have to resort to detailed correction, by writing corrected versions of every single sentence! Norazimawati Ahmad STPRI You can choose to react to a piece of writing by giving a personal view or you can be exam-oriented by concentrating on exam marking guides. Sometimes it gets too much when there are errors or mistakes everywhere and too much time is spent on a single paper. I think that it is important that teachers mark for content especially if students have been able to I feel that it is necessary and vital for an English Language teacher to mark all errors in a composition for the benefit of his or her students. As long as the teacher is capable of marking all errors in a composition, he or she should do it. I usually correct the first and last paragraphs thoroughly and underline other errors in an essay. To facilitate self-correction by pupils, a simple marking code is used. I also feel it is important to provide support for thinking by asking questions and making comments when doing error correction. Whenever possible, I try to give praise for the quality of ideas as convey the message or write relevantly. I suggest that teachers give points for management of content, then consider grammar and vocabulary as well as punctuation. A lot of teachers’ marking load is also dependent on the students the teacher has: whether they are high or low ability students. This affects the teacher’s time and need for error correction. Anonymous well as encourage and motivate students. I also prefer to create a friendly and supportive atmosphere in my classroom by encouraging cooperation between learners through peer or small group work. I agree with the view that in certain situations, a learner's self-correction of errors might be more beneficial for language learning. I feel the approach I have taken has been quite helpful to my students as I get positive feedback and appreciation from them. Vijaya Raj. SM Sayyidina Ali Call for Pre sentations 7th Sept 2007 The Asian Associa Dear Fellow Asia TEFL Members, for the 200 tion of Tea c 8 Asia TE hers as a F FL Conference oreign Lan guage I hope all is well with you. I am very happy to tell you that we had another very successful and historic conference in Kuala Lumpur last June. On this occasion I would like to extend my most profound gratitude to Conference Chair Edwin Vethamani and his conference committee members for their excellent preparations for the successful conference. Travel grants of US$300 are available for 30 concurrent session presenters based outside of Indonesia. The deadline for submission of presentation proposals and travel grant application forms is January 10, 2008. Those who apply for travel grants should send the presentation proposal with the abstract, biographical data, and travel grant application form to the following address: [email protected] The 2008 Asia TEFL International Conference will be (Prof. (Dr. Ms.) Joo-Kyung PARK) held at the Sanur Paradise Plaza Hotel in Bali, Indonesia, on August 1-3 (Friday-Sunday), based on For more information about the conference, please visit the theme, “Globalizing Asia: The Role of ELT." the Asia TEFL website: www.asiatefl.org The 6th Asia TEFL conference will be co-hosted by Conference Chair Suwarsih Madya and I will make our TEFLIN and Asia TEFL. Professor Suwarsih Madya, utmost efforts to make the 6th Asia TEFL International President of TEFLIN, Asia TEFL Representative of Conference the biggest ELT event in Asia. Indonesia is Conference Chair. I hope many of you will participate in the Bali The deadline for submission of presentation proposals Conference. is February 10, 2008. Respectfully, Those who are based outside of Indonesia should Prof. (Mr) Hyo Woong Lee send the presentation abstracts and biographical data President of Asia TEFL to the following address: [email protected] (Prof.(Dr., Mr.) Kilryoung LEE) Those who are based within Indonesia should send the presentation abstracts and biographical data to the following addresses: [email protected] [email protected]