The Importance of Learning English
Error Analysis and Assessment
Unit 3
Responding to Student Writing
Unit 3: The aims of this unit are:
• • • • To get to know different forms and types of teacher written feedback To be aware of the consequences and aims of different types of feedback To be aware of different teacher roles To practice giving constructive feedback.
Looking at your own experience as a learner:
What types of response or feedback have you received on your writing? When in school, did you revise your texts and write second or third drafts or did you only correct the surface mistakes? How did your teachers mark the mistakes? Did they suggest solutions? What kind of feedback helped you improve your writing? What was not helpful?
What helped me improve my writing?
What was not helpful?
E. Pölzleitner
1
Error Analysis and Assessment
Unit 3
If you have grown up and gone to school in Austria, chances are you have had very little experience with detailed feedback on your writing or with process-writing and peer-conferencing. In Austrian schools writing is often seen from an evaluator's and examiner's point of view, whereas teachers in America will often take on different roles when reading and marking a student's texts. Peerconferencing and feedback given from the point of view of audience or assistant can be very helpful for the learner and will also comment on the content and organization of a text rather than only focusing on formal mistakes. Let us look at different forms and types of feedback in turn:
The purpose of feedback and marking is to help learners improve their English. To correct or not to correct...
The first question we need to ask ourselves is whether to correct all the mistakes in a student's writing. Hyland (2003:185) says that 'teacher written feedback should respond to all aspects of student texts: structure, organization, style, content, and presentation, but it is not necessary to cover every aspect on every draft at every stage of
Unit 3
Responding to Student Writing
Unit 3: The aims of this unit are:
• • • • To get to know different forms and types of teacher written feedback To be aware of the consequences and aims of different types of feedback To be aware of different teacher roles To practice giving constructive feedback.
Looking at your own experience as a learner:
What types of response or feedback have you received on your writing? When in school, did you revise your texts and write second or third drafts or did you only correct the surface mistakes? How did your teachers mark the mistakes? Did they suggest solutions? What kind of feedback helped you improve your writing? What was not helpful?
What helped me improve my writing?
What was not helpful?
E. Pölzleitner
1
Error Analysis and Assessment
Unit 3
If you have grown up and gone to school in Austria, chances are you have had very little experience with detailed feedback on your writing or with process-writing and peer-conferencing. In Austrian schools writing is often seen from an evaluator's and examiner's point of view, whereas teachers in America will often take on different roles when reading and marking a student's texts. Peerconferencing and feedback given from the point of view of audience or assistant can be very helpful for the learner and will also comment on the content and organization of a text rather than only focusing on formal mistakes. Let us look at different forms and types of feedback in turn:
The purpose of feedback and marking is to help learners improve their English. To correct or not to correct...
The first question we need to ask ourselves is whether to correct all the mistakes in a student's writing. Hyland (2003:185) says that 'teacher written feedback should respond to all aspects of student texts: structure, organization, style, content, and presentation, but it is not necessary to cover every aspect on every draft at every stage of