Bates, L. 1993. Responding Systematically to Sentence Level
Errors
Chapter 3
1.
Be selective in marking errors
a.
Mark global errors over local errors
b.
Mark errors that occur frequently
c.
Consider the student’s proficiency, attitude and
goals
d.
Consider marking errors covered in class
2.
Decide how you will mark errors
a.
Locate the error: Just use the symbol,
underline, or bracket the error
b.
Identify the error: put the symbol over the
error
3.
Decide when you will mark errors
a.
On early drafts, only mark errors that affect
meaning.
b.
On later drafts, be sure that the students
understand that the focus should be on the content of the paper.
4.
Decide if others (e.g., peers, tutors, friends) will
identify or mark errors.
Chapter 4
Combining Response to Content and Sentences in an End
Comment
1.
Should the sentence level errors affect the
grade?
a.
Consider if the errors are global or local. Global errors should probably affect a grade
more than local errors.
b.
If the sentence level errors dominate the paper,
then you might consider having the grammar affect the grade of the paper
c.
Finally, consider giving two grades to the
paper: one for grammar and one for content
d.
What I do: I split the grade of the paper into
three parts: 30% content, 35% organization, 35% grammar, and I only grade for
grammar points we have covered in class.
I might mark or correct other grammar points, but they will not affect
the grade.
2.
There should be 3 parts to an end comment
a.
Respond to the content first—it is the most important
aspect of the paper.
b.
Second, respond to the sentence level grammar
i.
Balance positive and negative feedback
ii.
Indicate, if appropriate, the effect of sentence
level errors on the grade.
c.
Include the grade and some justification for the
grade in the end comment.
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