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Giving feedback on students’ written work at the United Nations, Geneva

Giving feedback on students’ written work at the United Nations, Geneva. Carol Waites, PhD. Transparency. 1 Cambridge Examinations http://www.cambridgeesol.org/exams/ 2 A Common European Framework of Reference for Languages (A1-C2 with can do statements)

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Giving feedback on students’ written work at the United Nations, Geneva

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  1. Giving feedback on students’ written work at the United Nations, Geneva Carol Waites, PhD

  2. Transparency 1 Cambridge Examinations http://www.cambridgeesol.org/exams/ 2 A Common European Framework of Reference for Languages (A1-C2 with can do statements) http://www.coe.int/T/DG4/Portfolio/?L=E&M=/documents_intro/common_framework.html 3 Association of Language Testers of Europe – ALTE (can do statements – levels 1-5) http://www.alte.org/ 4 School education: English National Curriculum - key stages levels 1-8 http://www.ncaction.org.uk/subjects/english/levels.htm

  3. Comparative table of levels

  4. Teaching mode for levels 1-8:feedback on regular writing assignments Stage 1: S – T Student sends 1st draft to teacher Stage 2: T - S Teacher uses comments feature in word and sends back with a mark out of 10 and brief summarising comments. Attachment explaining codes and website addresses Stage 3: S - T Student redrafts using any method and resends to teacher. Student inserts any Qs in comments Stage 4: T - S Teacher provides final corrections and comments using track changes

  5. Testing mode for levels 1-8:feedback on regular writing assignments Teacher corrects and fills out evaluation forms modeled on Cambridge testing schemes for up to level 8

  6. Teaching (only) mode for writing skills students:feedback on writing assignments Stage 1: S – T Student sends 1st draft to teacher. Stage 2: T - S Teacher uses comments feature in word and sends back. Detailed feedback form personalized for each student. Feedback includes codes for grammar errors and style comments. Stage 3: S - T Student redrafts using any method and resends to teacher. Student inserts any Qs in comments Stage 4: T - S Teacher provides final corrections and comments using track changes

  7. Post Proficiency levels Types of errors Writing students: Administrative vs report writers 1 Grammatical errors • Errors for non-native writers – prepositions, articles, use of present perfect, past perfect • Errors for both native and advanced level - uncountable vs countable nouns (eg travel); possessive ‘s; relative clauses – commas; subjunctive ‘that’ clauses 2 Errors with style • Style – copy typist errors – punctuation, inconsistencies of presentation (capital letters, abbreviations etc) • Lack of headings, numbering system – guidelines to help reader • Style – native speakers – red flags

  8. Conclusion • Transparency invaluable to all • Students must redraft to improve Lower levels – Give a mixture of corrections and comments for easier errors Always give a grade for 1st draft Summarize weak and strong points Higher levels Insist on redrafting Raise awareness by using personalized form Don’t give a grade, but do summarize  and 

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