2. Present students with a series of questions that
talks them through a process and enables them
to respond in greater depth to marking. E.g. 1.
What is meant by the term ‘infer’? 2. What
inferences can you make from the following
quote…? 3. What language devices or structural
techniques are used to create this impression?
Scaffold
4. Use a Marking Criteria
Attach a mark criteria as a
sort of check list enabling
them to respond in greater
depth.
5. Be Specific
Set students a content improvement and a specific
literacy target. E.g. Ensure that your points are
supported by appropriate textual evidence. Literacy
= what other synonyms could be used in replace of
the following adjectives: nice, bad, good…
6.
7.
8. Give the class ownership
Ask students to identify all of the strengths
within their own work and then ask students to
pass their work around and ask multiple
individuals to identify improvements as part of
a carousel – all of these must then be
responded to.
9. Revisit previous learning
Get them to re-visit work later within a unit and
to re-write extracts or add additions based on
learning over time.
10. Let them know you read it
Acknowledge
their
improvements.
You don’t need
to write a lot –
just a signature
and date will
do
