Teachers spend significant time writing comments on student papers but research shows their feedback is often unclear and has little impact on improving student writing. A new challenge is marking electronic papers. The document examines four methods for marking electronic papers: 1) Using symbols in the text, 2) Using word processor highlighting and formatting, 3) Using a toolbar with macros, and 4) A special marking program. Each method has advantages like clarity of feedback but also limitations like software compatibility issues.
1. The document discusses how research on computer use in writing classrooms has shifted from focusing on word processing to examining human-computer interactions and collaborative writing.
2. Recent studies show that computer experience affects revision more than language proficiency, and that expert computer writers revise extensively across drafts.
3. As software for collaboration was developed, the focus moved to using computers as tools for interaction between writers, sharing drafts, and providing feedback.
EFL Writing for Digital Natives: Reimagining instruction for new realities.B L
Action research was carried out to study the effects of providing opportunities for EFL digital native
students to reflect about their writing by means of scaffolded Web 2.0 activities in a wiki. Online
tools, materials, activities and student text samples will be presented. Results and
pedagogical implications will be discussed.
This document provides instructions for creating an accessible electronic syllabus using a template provided by the University of Dayton. It explains that using styles like "Heading 2" allows screen readers to understand the document structure and make it accessible. The template contains common syllabus elements that can be replaced with course-specific information. Instructions are provided on directly inputting or copy-pasting content into the template to maintain the accessibility features.
IRJET- Automated Essay Evaluation using Natural Language ProcessingIRJET Journal
This document discusses research on automated essay evaluation using natural language processing. It provides background on previous systems for automated essay scoring like Project Essay Grader (PEG) from the 1960s and more recent systems like e-Rater, IntelliMetric, and Intelligent Essay Assessors. The researchers extracted features from essays like word count, sentence count, spelling, and part-of-speech to train machine learning models. They achieved correlation scores between 0.86-0.87 when comparing predicted scores to human scores, showing the models can perform at similar reliability levels to human graders. The researchers conclude the models could be improved by incorporating features like parse trees and accounting for different essay prompts.
Responding to extended writing electronically v3john6938
This document provides tips and tricks for responding to extended writing electronically using Microsoft Word tools to provide feedback. It discusses using track changes to edit student work, insert comments for formative feedback, and autocorrect functions to quickly insert common comments. Fillable forms and the spike tool are also presented as ways to structure summative end comments and feedback on assignments. The goal is to harness technology to both save time providing feedback and increase clarity for students.
This research proposal outlines an experimental study that will investigate the effects of reading electronic text on screen versus printed text, as well as the impact of different types of electronic text formatting, on undergraduate students' reading comprehension. Students will read an academic text either on screen or in print and complete a comprehension test. The on-screen text will be presented with variations in layout, font, section division, and consistency to determine if these factors influence comprehension. The results could help inform practices in online and traditional classes and support further research on digital literacy.
A scoring rubric for automatic short answer grading systemTELKOMNIKA JOURNAL
During the past decades, researches about automatic grading have become an interesting issue. These studies focuses on how to make machines are able to help human on assessing students’ learning outcomes. Automatic grading enables teachers to assess student's answers with more objective, consistent, and faster. Especially for essay model, it has two different types, i.e. long essay and short answer. Almost of the previous researches merely developed automatic essay grading (AEG) instead of automatic short answer grading (ASAG). This study aims to assess the sentence similarity of short answer to the questions and answers in Indonesian without any language semantic's tool. This research uses pre-processing steps consisting of case folding, tokenization, stemming, and stopword removal. The proposed approach is a scoring rubric obtained by measuring the similarity of sentences using the string-based similarity methods and the keyword matching process. The dataset used in this study consists of 7 questions, 34 alternative reference answers and 224 student’s answers. The experiment results show that the proposed approach is able to achieve a correlation value between 0.65419 up to 0.66383 at Pearson's correlation, with Mean Absolute Error (푀퐴퐸) value about 0.94994 until 1.24295. The proposed approach also leverages the correlation value and decreases the error value in each method.
IRJET - Text Optimization/Summarizer using Natural Language Processing IRJET Journal
1. The document discusses the development of an intelligent system to optimize the English language using natural language processing techniques. The system will perform functions like summarization, spell check, grammar check, and sentence auto-completion.
2. It describes the various algorithms used for each function, including extracting important sentences for summarization, comparing words to dictionaries for spell check, analyzing syntax for grammar check, and completing sentences based on previous user data for auto-completion.
3. The system aims to build a smart tool that can correct errors and summarize text in English to improve communication through optimized language.
1. The document discusses how research on computer use in writing classrooms has shifted from focusing on word processing to examining human-computer interactions and collaborative writing.
2. Recent studies show that computer experience affects revision more than language proficiency, and that expert computer writers revise extensively across drafts.
3. As software for collaboration was developed, the focus moved to using computers as tools for interaction between writers, sharing drafts, and providing feedback.
EFL Writing for Digital Natives: Reimagining instruction for new realities.B L
Action research was carried out to study the effects of providing opportunities for EFL digital native
students to reflect about their writing by means of scaffolded Web 2.0 activities in a wiki. Online
tools, materials, activities and student text samples will be presented. Results and
pedagogical implications will be discussed.
This document provides instructions for creating an accessible electronic syllabus using a template provided by the University of Dayton. It explains that using styles like "Heading 2" allows screen readers to understand the document structure and make it accessible. The template contains common syllabus elements that can be replaced with course-specific information. Instructions are provided on directly inputting or copy-pasting content into the template to maintain the accessibility features.
IRJET- Automated Essay Evaluation using Natural Language ProcessingIRJET Journal
This document discusses research on automated essay evaluation using natural language processing. It provides background on previous systems for automated essay scoring like Project Essay Grader (PEG) from the 1960s and more recent systems like e-Rater, IntelliMetric, and Intelligent Essay Assessors. The researchers extracted features from essays like word count, sentence count, spelling, and part-of-speech to train machine learning models. They achieved correlation scores between 0.86-0.87 when comparing predicted scores to human scores, showing the models can perform at similar reliability levels to human graders. The researchers conclude the models could be improved by incorporating features like parse trees and accounting for different essay prompts.
Responding to extended writing electronically v3john6938
This document provides tips and tricks for responding to extended writing electronically using Microsoft Word tools to provide feedback. It discusses using track changes to edit student work, insert comments for formative feedback, and autocorrect functions to quickly insert common comments. Fillable forms and the spike tool are also presented as ways to structure summative end comments and feedback on assignments. The goal is to harness technology to both save time providing feedback and increase clarity for students.
This research proposal outlines an experimental study that will investigate the effects of reading electronic text on screen versus printed text, as well as the impact of different types of electronic text formatting, on undergraduate students' reading comprehension. Students will read an academic text either on screen or in print and complete a comprehension test. The on-screen text will be presented with variations in layout, font, section division, and consistency to determine if these factors influence comprehension. The results could help inform practices in online and traditional classes and support further research on digital literacy.
A scoring rubric for automatic short answer grading systemTELKOMNIKA JOURNAL
During the past decades, researches about automatic grading have become an interesting issue. These studies focuses on how to make machines are able to help human on assessing students’ learning outcomes. Automatic grading enables teachers to assess student's answers with more objective, consistent, and faster. Especially for essay model, it has two different types, i.e. long essay and short answer. Almost of the previous researches merely developed automatic essay grading (AEG) instead of automatic short answer grading (ASAG). This study aims to assess the sentence similarity of short answer to the questions and answers in Indonesian without any language semantic's tool. This research uses pre-processing steps consisting of case folding, tokenization, stemming, and stopword removal. The proposed approach is a scoring rubric obtained by measuring the similarity of sentences using the string-based similarity methods and the keyword matching process. The dataset used in this study consists of 7 questions, 34 alternative reference answers and 224 student’s answers. The experiment results show that the proposed approach is able to achieve a correlation value between 0.65419 up to 0.66383 at Pearson's correlation, with Mean Absolute Error (푀퐴퐸) value about 0.94994 until 1.24295. The proposed approach also leverages the correlation value and decreases the error value in each method.
IRJET - Text Optimization/Summarizer using Natural Language Processing IRJET Journal
1. The document discusses the development of an intelligent system to optimize the English language using natural language processing techniques. The system will perform functions like summarization, spell check, grammar check, and sentence auto-completion.
2. It describes the various algorithms used for each function, including extracting important sentences for summarization, comparing words to dictionaries for spell check, analyzing syntax for grammar check, and completing sentences based on previous user data for auto-completion.
3. The system aims to build a smart tool that can correct errors and summarize text in English to improve communication through optimized language.
II. INSTRUCTOR CONTACT INFORMATION Laura Retersdorf --.docxaryan532920
This document provides an overview of an English 1102 online composition course at Valdosta State University. It includes the instructor contact information, course description, required text, grading policies, assignments and due dates. The major assignments are 4 papers of varying point values, discussion posts, and research logs. Papers will be drafted and peer reviewed. Late work is subject to point deductions. Plagiarism is strictly prohibited. Campus resources for tutoring, counseling, disability services and Title IX issues are also outlined. Course goals and learning outcomes are presented in alignment with the university's first-year writing program.
Assisting Tool For Essay Grading For Turkish Language InstructorsLeslie Schulte
This document describes a tool to assist Turkish language instructors in grading student essays. The tool uses natural language processing techniques to extract features from essays written in Turkish, including morphological analysis, vocabulary used, language structures, spelling errors, and more. These features are output to an Excel file to help instructors evaluate essays on several metrics, such as keyword usage, parts of speech, verb tenses, and spelling. The tool is intended to facilitate essay grading as the number of students increases. Further development is planned to incorporate machine learning to enable more automated essay grading based on data from instructors.
Placement Essay Scoring Sheet: Student Name_______________________________ ID________________
Categorical Scoring:
Score of 0-2 indicates that the essay substantively weak or does not adequately meet college level writing standards.
Score of 2-2.5 indicates that the writing contains some acceptable qualities, but it still misses in smaller ways qualities reflective of sound college
level composition.
Score of 2.5-2.9 strongly suggests students take EN203 or work with a Regis Writing Consultant during the first course for review of written
assignments.
Score of 3- 4 indicates that the essay adequately or proficiently meet college level competencies.
Criteria Score
0
Score
1
Score
2
Score
3
Score
4
Structure and Organization: the essay contains an effective introduction
introducing the thesis of the paper, a body that provides substantive support of the
thesis, and a conclusion that goes beyond a mere summary making a prediction,
offering a connection to a broader but relevant point, or recommending advice
about further actions about the discussion. Paragraphs effectively organized
containing transitions, sufficient information, and consistent discussion.
Content: the essay contains sufficient information to explain and support the
paper’s thesis and the information in the paragraphs provides examples,
definitions, and documented research that supports points made within the
paragraphs.
Grammar and Mechanics: the grammar, syntax, punctuation, and spelling are
at a level of quality that they enhance the clarity and readability of the essay.
Style and Readability: the discussion is easy to read, contains word use
appropriate to the topic, and effective sentences, and logical progression of ideas.
The use of third person and avoidance of shifts in grammatical person and
number. Avoids run-on sentences and fragments. Incorporates transitions to
enhance readability and context.
Essay as a Whole: The essay addresses the topic, follows the instructions, fits
the image of a quality college essay discussion, and is submitted in a neatly
presented double spaced Times New Roman 12 font format.
Totals
Based on the scoring results of the essay, students will be required or recommended to take an English course appropriate to their skill level.
Score 0-2: EN200 – Essentials of Effective Writing Required
Score 2-2.5: EN203 – Intermediate Composition Required (a course that must be completed during the first three terms of enrollment in
the College of Professional Studies)
Score 2.5-2.9: EN203 is recommended and/or working with a Regis Writing Consultant during the first course.
Score 3- 4: No specific writing course is required
Final Essay Score on a scale of 0-4: __________ Required English Course: __________
Recommended English Course: __________
6/2012
World C.
DEVELOPING A FRAMEWORK FOR ONLINE PRACTICE EXAMINATION AND AUTOMATED SCORE GE...ijcsit
ABSTRACT
Examination is the process by which the ability and the quality of the examinees can be measured. It is necessary to ensure the quality of the examinees. Online examination system is the process by which the participants can appear at the examination irrespective of their locations by connecting to examination site via Internet using desktop computers, laptops or smart phones. Automated score generation is the process by which the answer scripts of the examinations are evaluated automatically to generate scores. Although, there are many existing online examination systems, the main drawback of these systems is that they cannot compute automated score accurately, especially from the text-based answers. Moreover, most of them are unilingual in nature. As a result, examinees can appear at the examination in a particular language. Considering this fact, in this paper, we present a framework that can take Multiple Choice Questions (MCQ) examinations and written examinations in two different languages English and Bangla. We develop a database where the questions and answers are stored. The questions from the database are displayed in the web page with answering options for the MCQ questions and text boxes for the written questions. For generating the scores of the written questions, we performed several types of analysis of the answers of the written questions. However, for generating the scores of the MCQ questions, we simply compared between the database answers and the user’s answers. We conducted several experiments to check the accuracy of score generation by our system and found that our system can generate 100% accurate scores for MCQ questions and more than 90% accurate scores from text based questions.
Examination is the process by which the ability and the quality of the examinees can be measured. It is necessary to ensure the quality of the examinees. Online examination system is the process by which the participants can appear at the examination irrespective of their locations by connecting to examination site via Internet using desktop computers, laptops or smart phones. Automated score generation is the process by which the answer scripts of the examinations are evaluated automatically to generate scores. Although, there are many existing online examination systems, the main drawback of these systems is that they cannot compute automated score accurately, especially from the text-based answers. Moreover, most of them are unilingual in nature. As a result, examinees can appear at the examination in a particular language. Considering this fact, in this paper, we present a framework that can take Multiple Choice Questions (MCQ) examinations and written examinations in two different languages English and Bangla. We develop a database where the questions and answers are stored. The questions from the database are displayed in the web page with answering options for the MCQ questions and text boxes for the written questions. For generating the scores of the written questions, we performed several types of analysis of the answers of the written questions. However, for generating the scores of the MCQ questions, we simply compared between the database answers and the user’s answers. We conducted several experiments to check the accuracy of score generation by our system and found that our system can generate 100% accurate scores for MCQ questions and more than 90% accurate scores from text based questions.
HND Assignment Brief Session: September 2015
Programme title
BTEC HND in Computing and Systems Development
Unit number and title
41
Programming in Java (L5)
Assignment number & title
1 of 1
Programming in Java (L5)
Unit Leader
DR Gebremichael
Assessor (s)
Yonas Gebremichael and Hassan Baajour
Issue Date
30 Sept 2015
Final assignment submission deadline
28 May 2015 – 09 Sept 2015
Late submission deadline
11 – 16 September 2015
The learners are required to follow the strict deadline set by the
College for submissions of assignments in accordance with the BTEC level 4 – 7 submission guidelines and College policy on submissions. They should also refer to Merit and Distinction criteria that require evidence of meeting agreed timelines and ability to plan and organise time effectively without which the learner may not expect to receive a higher grade.
Resubmission deadline
TBA
Feedback
In-class feedback will be available from draft submissions on a taskby-task basis as a formative feedback and also for initial submission. Final feedback will be available within 2 – 3 weeks of the assignment submission date.
General
Guidelines
1. The work you submit must be in your own words. If you use a quote or an illustration from somewhere you must give the source.
2. Include a list of references at the end of your document. You must give all your sources of information.
3. Make sure your work is clearly presented and that you use readily understandable English.
4. Wherever possible use a word processor and its “spell-checker”.
Internal verifier
Dr. Hasan
Signature (IV of the brief) *
Dr. Hasan
Date
06/05/15
ICON College of Technology and Management
BTEC HND in Computing and Systems Development
(CSD)
Unit41: Programming in Java (L5)
Session: May\Sept 2015
Coursework
Recommended maximum words: 4,000
This Unit will be assessed by assignment and Presentation.
You are strongly recommended to read “Preparation guidelines of the Coursework Document” before answering/solving your assignment.
Scenario:
White Chapel Academy has asked you to develop a Student Information Management System (SIMS). The system shall hold the details of every student and tutor and admin staff in the school as well as storing information about the courses that are available at the school. It shall enable the school staff to enrol students to the school and manage student’s fee payments.
Once the students are enrolled, a system administrator will create classes in the system and allocate date, time and tutor for each class to enrol students to. The system shall also be used for managing students’ class attendance as well as track their progress in the course. The system shall have a facility for registered parents to login and check their sons’ or daughters’ attendance, academic progress, behaviour at school.
When a student first enrols at the school, he or she will receive a timetable with a list of classe ...
This document provides guidance on academic writing conventions and structure. It emphasizes that academic writing needs to be clear, accurate, formal, logical, and supported by evidence. It discusses using an objective third person perspective, avoiding slang, contractions and rhetorical questions. Proper spelling, grammar and punctuation are important. Academic writing also requires a clear structure, with paragraphs focusing on a topic, providing explanation, examples, and discussing implications. The document demonstrates how to use the "WEED" method to plan paragraphs around a topic's explanation, evidence from examples, and doing something with the information.
Feedback developed by Estee Beck, PhD
General strategies for peer response attribution to an unknown author
The Good, the Bad, and the Ugly of Peer Feedback
Research in writing studies show evidence that undergraduate student writers are not familiar
with providing adequate peer feedback, and instead rely upon mildly pleasant comments as a
way to not offend a fellow student. At the same time, getting feedback is a crucial step in
writing. Feedback provides insight from a detached reader, who may provide overall direction
for the works-in-progress. Learning how to give feedback requires practice, patience, good
reading skills, and sensitivity toward relations. But, students need training with how to give
good peer feedback.
How to give not-so-great feedback:
Here’s a sample paragraph from a friend who has asked for some feedback on the scope of the
paragraph. He’s concerned that the summary paragraph does not provide enough detail to
conclude a section of the paper.
for working within electronic computer
Although computers & writing and digital rhetoric employ different methodologies
benefits apply to classroom based writing practices along with research and
scholarship, the ultimate quest provides insight into a knowledge and information
exchange economy through and with digital technologies. As people make
-mediated spaces, both fields form around a
sense of searching for how people and machines interact with each other. While the
advancements with digital technologies, especially with movement in the multi-
million dollar Internet of Things industry, the relationship of not just human-to-
machine interaction, but also machine-to-machine interaction will become
important for rhetoricians to address. Again, understanding the function of rhetoric
in algorithmic processes is just one step in support of positioning a rhetorical code
studies as central to rhetorical scholarship.
Comment [BE1]: I have no idea what this means!
Comment [BE2]: Long
Comment [BE3]: Who cares?
Comment [BE4]: This is a horrible paragraph.
The comments in the margins show a few traits: An uncaring critique, ignorance, inadequate
explanation, and a final comment that’s not too pleasant to read. What’s missing from the four
comments?
Here’s the same paragraph, with some alterations:
Although computers & writing and digital rhetoric employ diferent methodologies
Comment [BE6]: Punctuation
Comment [BE5]: Spelling error
for working with electronic computer mediated spaces both fields form a sense of
searching for people and machines interact with each other. While the benefits
apply to classroom based writing practices along with research and scholarship, the
ultimate quest provides insight into a knowledge and information exchange
economy through and with digital technologies. As people mke advancements with Comment [BE7]: Spelling error
digital technologies, especially with mov.
Managing Inquiry-based Learning: Learning from experiencecilass.slideshare
We have taught a suite of inquiry-based learning modules for the past 20 years. Two problems that have occurred frequently are that the students can be poor at organising their schedules and setting deadlines, whilst at the same time we have moved towards marking schemes which are focused on process applied rather than product produced. These two factors have mandated that the students need to provide evidence that they are planning and following the process that has been set. To support this we have introduced a suite of custom support software.
ENG215_Peer_Review_Feedback_Form for JM.docENG 215 – Stude.docxSALU18
ENG215_Peer_Review_Feedback_Form for JM.doc
ENG 215 – Student Notes
Appendix A: Peer Review Feedback Form 1
Reviewer’s Name:Felisha McCallum______________________________________
Date:11-14-16_____________
Writer’s Assigned #: ____Jerome Mayfield___________________________________
Course:_Research and Writing________________________________________________
Section: ___________
Assignment 3: Persuasive Paper Part 1: A Problem Exists
Peer reviews should provide feedback to a peer on the criteria expected in the paper. Follow these instructions:
1) Receive a classmate’s paper from your professor (in class if on-ground; by e-mail if online).
2) Copy the Peer Review Feedback Form from the Appendix.
3) Comment on all criteria, noting strengths and / or areas for improvement on the feedback form.
Provide completed Peer Review Feedback Form and classmate’s paper to your professor. Note: On-ground students should submit the feedback form and paper to the professor during the class meeting in which the paper is reviewed; online students should submit the feedback form and paper to the professor via the Assignment Tab in the course shell.
Criteria
Comments
+ Strengths < Areas for Improvement
1
Provide an appropriate title and an interesting opening paragraph to appeal to your stated audience (appeal with logic, ethics, or emotion).
The title caught my attention, and the opening paragraph did well to involve the target audience.
2
Include a defensible, relevant thesis statement in the first paragraph. (With revised thesis statement.)
The thesis statement is easily recognizeable.
3
Describe the history and status of the issue and provide an overview of the problem(s) that need to be addressed. This should be one or two (1-2) paragraphs.
The history and status is not discussed
4
Explain the first problem (economic, social, political, environmental, complexity, inequity, ethical/moral, etc.) and provide support for your claims. This should be one or two (1-2)paragraphs.
The first problem has not been stated.
5
Explain the second problem (economic, social, political, environmental, complexity, inequity, ethical/moral, etc.). and provide support for your claims. This should be one or two (1-2) paragraphs.
The second problem is not stated.
6
Explain the third problem (economic, social, political, environmental, complexity, inequity, ethical/moral, etc.) and provide support for your claims. This should be one or two (1-2) paragraphs.
The third problem is not stated.
7
Use effective transitional words, phrases, and sentences throughout the paper.
8
Provide a concluding paragraph that summarizes the stated problems and promises a solution.
9
Develop a coherently structured paper with an introduction, body, and conclusion.
The paper has an introduction, but no body.
10
Support claims with at least three (3) quality, relevant references. Use credible, academic sources available through Straye ...
Techniques for automatically correcting words in textunyil96
The problem of automatically correcting words in text has been an ongoing research challenge since the 1960s. Existing spelling checkers and text recognition techniques are limited in their accuracy. Three main areas of research have focused on detecting and correcting (1) nonwords, (2) isolated misspelled words, and (3) context-dependent real-word errors. While progress has been made, fully automatic correction of all word errors requires techniques that can analyze contextual information to detect errors resulting in other valid words.
ON THE NET Introducing Standardized EFL/ESL Exams Gerardo Zavalla
This document introduces several standardized English proficiency exams taken internationally, including TOEFL, IELTS, and others. It discusses how many exams have transitioned to computer-based formats to provide quicker scores. It then reviews features of eight major exams, classifying them based on whether they include speaking sections or only writing and multiple choice questions. Finally, it provides examples of exams without speaking sections, such as the ACT ESL Placement test and WebCAPE exam.
E-Learning Student Assistance Model for the First Computer Programming CourseIJITE
E-Learning applied to computer programming course design is a promising area of research. The student having clear understanding of the programming constructs can apply it to solve various problems. Because of limited time and availability, the instructor can go back to some extent to cover the weaknesses of their students that hinder the understanding of the problems. As more lessons are covered, the weak students become weaker in programming. To cope up with these problems an e-learning system is devised which the student can use anywhere and at any time as a web application. It comprises of both tutoring and assessment and also provides guiding the students to error correction using back-tracking technique to refine the concepts and reattempt the programming problem.
E-LEARNING STUDENT ASSISTANCE MODEL FOR THE FIRST COMPUTER PROGRAMMING COURSE IJITE
E-Learning applied to computer programming course design is a promising area of research. The student
having clear understanding of the programming constructs can apply it to solve various problems. Because
of limited time and availability, the instructor can go back to some extent to cover the weaknesses of their
students that hinder the understanding of the problems. As more lessons are covered, the weak students
become weaker in programming. To cope up with these problems an e-learning system is devised which the
student can use anywhere and at any time as a web application. It comprises of both tutoring and
assessment and also provides guiding the students to error correction using back-tracking technique to
refine the concepts and reattempt the programming problem
E-Learning Student Assistance Model for the First Computer Programming CourseIJITE
The document presents an e-learning student assistance model called c-Learn for novice computer programming students. c-Learn was developed to address low passing rates in introductory programming courses by providing tutoring, assessment, and backtracking guidance. It was tested on 11 students who used c-Learn for 2.5 hours, showing improved exam scores compared to their initial midterm. c-Learn uses color-coded syntax, interactive exercises, and compiler feedback. It requires achieving a 70% threshold in each section before advancing, or backs students to relevant earlier sections if below the threshold. The study found c-Learn improved students' marks and increased the standard deviation, indicating it positively impacted learning for students with different capabilities.
IMPACT OF COMPOSING MEDIUM ON THE QUALITY AND QUANTITY OF WRITINGKimberly Jones
This document summarizes a study that analyzed the effects of word processing versus handwriting on students' writing performance. Twenty-five students wrote essays in two sessions, with one group handwriting and the other using computers in each session. Scores from two measures - Flesch Reading Ease and Flesch-Kincaid Grade Level - were used to analyze writing quality, while word count, sentence count, and words per sentence analyzed quantity. Statistical analysis found no significant difference in quality between the mediums, but word processing essays tended to be slightly easier to read. The study aimed to provide insight into how the composing medium impacts writing.
The document provides guidance for students to create web pages for assigned grade levels and content areas as part of a classroom assignment. Students will design web pages with sections for welcoming parents and students, teacher information, sample grade books, student work examples, resources, and other generated content. A rubric and checklist are provided to help students evaluate their web page content and design.
This document provides guidelines for an internship report for a web development internship on an address book project. It includes sections that should be included like acknowledgements, certificates, project abstract, introduction, tasks completed, technical skills learned, and conclusion. It also provides formatting guidelines and requirements for submitting supplementary documents and reports. The internship focused on building a web-based address book application with features for adding, deleting, updating, and searching addresses while learning skills in HTML, CSS, JavaScript, and PHP. The intern gained experience in web design, problem solving, and communication skills through completing assigned tasks on the project.
The document discusses various methods for assessing student writing abilities. It outlines four main types of writing performance: imitative, intensive, responsive, and extensive. For imitative writing, common assessment tasks include copying letters/words, dictation, and spelling tests. Intensive writing focuses on grammar, vocabulary, and sentence formation tasks like dictation and transformations. Responsive and extensive writing involve longer-form paragraph and essay writing and can be assessed through methods like paraphrasing, guided questions, and analytical scoring rubrics. The document provides examples of different assessment techniques for each writing type.
This document outlines a group project created by four students on teaching methods. It includes lessons on teaching methods (visual, verbal, hands-on, logical), how to write a thank you letter, parts of speech, functions in Excel, and procedures for installing hardware components. Each lesson explains the purpose, demonstrates the topic using different teaching methods, and provides examples. The conclusion reflects on working as a group and how the lessons teach important skills for technology careers and professional development.
The document discusses offensive speech and the FBI's priority to protect citizens from hate crimes and terrorism. While the First Amendment protects free speech, the government's view of offensive speech has evolved over time. Courts play a key role in protecting free speech from government overregulation based on interpreting the First Amendment.
How To Write An Opinion Essay Essay TigersMonica Waters
This document discusses HR recruitment practices for hiring employees. It explains that HR recruitment was originally used primarily by large corporations but is now common for many ordinary companies as well. The needs of HR recruitment in organizations have changed in recent years, and the process now exists in most organizations to improve efficiency. The recruitment system is at the heart of every business, so ensuring consistency at every level is important to enhance effectiveness in hiring and retention.
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II. INSTRUCTOR CONTACT INFORMATION Laura Retersdorf --.docxaryan532920
This document provides an overview of an English 1102 online composition course at Valdosta State University. It includes the instructor contact information, course description, required text, grading policies, assignments and due dates. The major assignments are 4 papers of varying point values, discussion posts, and research logs. Papers will be drafted and peer reviewed. Late work is subject to point deductions. Plagiarism is strictly prohibited. Campus resources for tutoring, counseling, disability services and Title IX issues are also outlined. Course goals and learning outcomes are presented in alignment with the university's first-year writing program.
Assisting Tool For Essay Grading For Turkish Language InstructorsLeslie Schulte
This document describes a tool to assist Turkish language instructors in grading student essays. The tool uses natural language processing techniques to extract features from essays written in Turkish, including morphological analysis, vocabulary used, language structures, spelling errors, and more. These features are output to an Excel file to help instructors evaluate essays on several metrics, such as keyword usage, parts of speech, verb tenses, and spelling. The tool is intended to facilitate essay grading as the number of students increases. Further development is planned to incorporate machine learning to enable more automated essay grading based on data from instructors.
Placement Essay Scoring Sheet: Student Name_______________________________ ID________________
Categorical Scoring:
Score of 0-2 indicates that the essay substantively weak or does not adequately meet college level writing standards.
Score of 2-2.5 indicates that the writing contains some acceptable qualities, but it still misses in smaller ways qualities reflective of sound college
level composition.
Score of 2.5-2.9 strongly suggests students take EN203 or work with a Regis Writing Consultant during the first course for review of written
assignments.
Score of 3- 4 indicates that the essay adequately or proficiently meet college level competencies.
Criteria Score
0
Score
1
Score
2
Score
3
Score
4
Structure and Organization: the essay contains an effective introduction
introducing the thesis of the paper, a body that provides substantive support of the
thesis, and a conclusion that goes beyond a mere summary making a prediction,
offering a connection to a broader but relevant point, or recommending advice
about further actions about the discussion. Paragraphs effectively organized
containing transitions, sufficient information, and consistent discussion.
Content: the essay contains sufficient information to explain and support the
paper’s thesis and the information in the paragraphs provides examples,
definitions, and documented research that supports points made within the
paragraphs.
Grammar and Mechanics: the grammar, syntax, punctuation, and spelling are
at a level of quality that they enhance the clarity and readability of the essay.
Style and Readability: the discussion is easy to read, contains word use
appropriate to the topic, and effective sentences, and logical progression of ideas.
The use of third person and avoidance of shifts in grammatical person and
number. Avoids run-on sentences and fragments. Incorporates transitions to
enhance readability and context.
Essay as a Whole: The essay addresses the topic, follows the instructions, fits
the image of a quality college essay discussion, and is submitted in a neatly
presented double spaced Times New Roman 12 font format.
Totals
Based on the scoring results of the essay, students will be required or recommended to take an English course appropriate to their skill level.
Score 0-2: EN200 – Essentials of Effective Writing Required
Score 2-2.5: EN203 – Intermediate Composition Required (a course that must be completed during the first three terms of enrollment in
the College of Professional Studies)
Score 2.5-2.9: EN203 is recommended and/or working with a Regis Writing Consultant during the first course.
Score 3- 4: No specific writing course is required
Final Essay Score on a scale of 0-4: __________ Required English Course: __________
Recommended English Course: __________
6/2012
World C.
DEVELOPING A FRAMEWORK FOR ONLINE PRACTICE EXAMINATION AND AUTOMATED SCORE GE...ijcsit
ABSTRACT
Examination is the process by which the ability and the quality of the examinees can be measured. It is necessary to ensure the quality of the examinees. Online examination system is the process by which the participants can appear at the examination irrespective of their locations by connecting to examination site via Internet using desktop computers, laptops or smart phones. Automated score generation is the process by which the answer scripts of the examinations are evaluated automatically to generate scores. Although, there are many existing online examination systems, the main drawback of these systems is that they cannot compute automated score accurately, especially from the text-based answers. Moreover, most of them are unilingual in nature. As a result, examinees can appear at the examination in a particular language. Considering this fact, in this paper, we present a framework that can take Multiple Choice Questions (MCQ) examinations and written examinations in two different languages English and Bangla. We develop a database where the questions and answers are stored. The questions from the database are displayed in the web page with answering options for the MCQ questions and text boxes for the written questions. For generating the scores of the written questions, we performed several types of analysis of the answers of the written questions. However, for generating the scores of the MCQ questions, we simply compared between the database answers and the user’s answers. We conducted several experiments to check the accuracy of score generation by our system and found that our system can generate 100% accurate scores for MCQ questions and more than 90% accurate scores from text based questions.
Examination is the process by which the ability and the quality of the examinees can be measured. It is necessary to ensure the quality of the examinees. Online examination system is the process by which the participants can appear at the examination irrespective of their locations by connecting to examination site via Internet using desktop computers, laptops or smart phones. Automated score generation is the process by which the answer scripts of the examinations are evaluated automatically to generate scores. Although, there are many existing online examination systems, the main drawback of these systems is that they cannot compute automated score accurately, especially from the text-based answers. Moreover, most of them are unilingual in nature. As a result, examinees can appear at the examination in a particular language. Considering this fact, in this paper, we present a framework that can take Multiple Choice Questions (MCQ) examinations and written examinations in two different languages English and Bangla. We develop a database where the questions and answers are stored. The questions from the database are displayed in the web page with answering options for the MCQ questions and text boxes for the written questions. For generating the scores of the written questions, we performed several types of analysis of the answers of the written questions. However, for generating the scores of the MCQ questions, we simply compared between the database answers and the user’s answers. We conducted several experiments to check the accuracy of score generation by our system and found that our system can generate 100% accurate scores for MCQ questions and more than 90% accurate scores from text based questions.
HND Assignment Brief Session: September 2015
Programme title
BTEC HND in Computing and Systems Development
Unit number and title
41
Programming in Java (L5)
Assignment number & title
1 of 1
Programming in Java (L5)
Unit Leader
DR Gebremichael
Assessor (s)
Yonas Gebremichael and Hassan Baajour
Issue Date
30 Sept 2015
Final assignment submission deadline
28 May 2015 – 09 Sept 2015
Late submission deadline
11 – 16 September 2015
The learners are required to follow the strict deadline set by the
College for submissions of assignments in accordance with the BTEC level 4 – 7 submission guidelines and College policy on submissions. They should also refer to Merit and Distinction criteria that require evidence of meeting agreed timelines and ability to plan and organise time effectively without which the learner may not expect to receive a higher grade.
Resubmission deadline
TBA
Feedback
In-class feedback will be available from draft submissions on a taskby-task basis as a formative feedback and also for initial submission. Final feedback will be available within 2 – 3 weeks of the assignment submission date.
General
Guidelines
1. The work you submit must be in your own words. If you use a quote or an illustration from somewhere you must give the source.
2. Include a list of references at the end of your document. You must give all your sources of information.
3. Make sure your work is clearly presented and that you use readily understandable English.
4. Wherever possible use a word processor and its “spell-checker”.
Internal verifier
Dr. Hasan
Signature (IV of the brief) *
Dr. Hasan
Date
06/05/15
ICON College of Technology and Management
BTEC HND in Computing and Systems Development
(CSD)
Unit41: Programming in Java (L5)
Session: May\Sept 2015
Coursework
Recommended maximum words: 4,000
This Unit will be assessed by assignment and Presentation.
You are strongly recommended to read “Preparation guidelines of the Coursework Document” before answering/solving your assignment.
Scenario:
White Chapel Academy has asked you to develop a Student Information Management System (SIMS). The system shall hold the details of every student and tutor and admin staff in the school as well as storing information about the courses that are available at the school. It shall enable the school staff to enrol students to the school and manage student’s fee payments.
Once the students are enrolled, a system administrator will create classes in the system and allocate date, time and tutor for each class to enrol students to. The system shall also be used for managing students’ class attendance as well as track their progress in the course. The system shall have a facility for registered parents to login and check their sons’ or daughters’ attendance, academic progress, behaviour at school.
When a student first enrols at the school, he or she will receive a timetable with a list of classe ...
This document provides guidance on academic writing conventions and structure. It emphasizes that academic writing needs to be clear, accurate, formal, logical, and supported by evidence. It discusses using an objective third person perspective, avoiding slang, contractions and rhetorical questions. Proper spelling, grammar and punctuation are important. Academic writing also requires a clear structure, with paragraphs focusing on a topic, providing explanation, examples, and discussing implications. The document demonstrates how to use the "WEED" method to plan paragraphs around a topic's explanation, evidence from examples, and doing something with the information.
Feedback developed by Estee Beck, PhD
General strategies for peer response attribution to an unknown author
The Good, the Bad, and the Ugly of Peer Feedback
Research in writing studies show evidence that undergraduate student writers are not familiar
with providing adequate peer feedback, and instead rely upon mildly pleasant comments as a
way to not offend a fellow student. At the same time, getting feedback is a crucial step in
writing. Feedback provides insight from a detached reader, who may provide overall direction
for the works-in-progress. Learning how to give feedback requires practice, patience, good
reading skills, and sensitivity toward relations. But, students need training with how to give
good peer feedback.
How to give not-so-great feedback:
Here’s a sample paragraph from a friend who has asked for some feedback on the scope of the
paragraph. He’s concerned that the summary paragraph does not provide enough detail to
conclude a section of the paper.
for working within electronic computer
Although computers & writing and digital rhetoric employ different methodologies
benefits apply to classroom based writing practices along with research and
scholarship, the ultimate quest provides insight into a knowledge and information
exchange economy through and with digital technologies. As people make
-mediated spaces, both fields form around a
sense of searching for how people and machines interact with each other. While the
advancements with digital technologies, especially with movement in the multi-
million dollar Internet of Things industry, the relationship of not just human-to-
machine interaction, but also machine-to-machine interaction will become
important for rhetoricians to address. Again, understanding the function of rhetoric
in algorithmic processes is just one step in support of positioning a rhetorical code
studies as central to rhetorical scholarship.
Comment [BE1]: I have no idea what this means!
Comment [BE2]: Long
Comment [BE3]: Who cares?
Comment [BE4]: This is a horrible paragraph.
The comments in the margins show a few traits: An uncaring critique, ignorance, inadequate
explanation, and a final comment that’s not too pleasant to read. What’s missing from the four
comments?
Here’s the same paragraph, with some alterations:
Although computers & writing and digital rhetoric employ diferent methodologies
Comment [BE6]: Punctuation
Comment [BE5]: Spelling error
for working with electronic computer mediated spaces both fields form a sense of
searching for people and machines interact with each other. While the benefits
apply to classroom based writing practices along with research and scholarship, the
ultimate quest provides insight into a knowledge and information exchange
economy through and with digital technologies. As people mke advancements with Comment [BE7]: Spelling error
digital technologies, especially with mov.
Managing Inquiry-based Learning: Learning from experiencecilass.slideshare
We have taught a suite of inquiry-based learning modules for the past 20 years. Two problems that have occurred frequently are that the students can be poor at organising their schedules and setting deadlines, whilst at the same time we have moved towards marking schemes which are focused on process applied rather than product produced. These two factors have mandated that the students need to provide evidence that they are planning and following the process that has been set. To support this we have introduced a suite of custom support software.
ENG215_Peer_Review_Feedback_Form for JM.docENG 215 – Stude.docxSALU18
ENG215_Peer_Review_Feedback_Form for JM.doc
ENG 215 – Student Notes
Appendix A: Peer Review Feedback Form 1
Reviewer’s Name:Felisha McCallum______________________________________
Date:11-14-16_____________
Writer’s Assigned #: ____Jerome Mayfield___________________________________
Course:_Research and Writing________________________________________________
Section: ___________
Assignment 3: Persuasive Paper Part 1: A Problem Exists
Peer reviews should provide feedback to a peer on the criteria expected in the paper. Follow these instructions:
1) Receive a classmate’s paper from your professor (in class if on-ground; by e-mail if online).
2) Copy the Peer Review Feedback Form from the Appendix.
3) Comment on all criteria, noting strengths and / or areas for improvement on the feedback form.
Provide completed Peer Review Feedback Form and classmate’s paper to your professor. Note: On-ground students should submit the feedback form and paper to the professor during the class meeting in which the paper is reviewed; online students should submit the feedback form and paper to the professor via the Assignment Tab in the course shell.
Criteria
Comments
+ Strengths < Areas for Improvement
1
Provide an appropriate title and an interesting opening paragraph to appeal to your stated audience (appeal with logic, ethics, or emotion).
The title caught my attention, and the opening paragraph did well to involve the target audience.
2
Include a defensible, relevant thesis statement in the first paragraph. (With revised thesis statement.)
The thesis statement is easily recognizeable.
3
Describe the history and status of the issue and provide an overview of the problem(s) that need to be addressed. This should be one or two (1-2) paragraphs.
The history and status is not discussed
4
Explain the first problem (economic, social, political, environmental, complexity, inequity, ethical/moral, etc.) and provide support for your claims. This should be one or two (1-2)paragraphs.
The first problem has not been stated.
5
Explain the second problem (economic, social, political, environmental, complexity, inequity, ethical/moral, etc.). and provide support for your claims. This should be one or two (1-2) paragraphs.
The second problem is not stated.
6
Explain the third problem (economic, social, political, environmental, complexity, inequity, ethical/moral, etc.) and provide support for your claims. This should be one or two (1-2) paragraphs.
The third problem is not stated.
7
Use effective transitional words, phrases, and sentences throughout the paper.
8
Provide a concluding paragraph that summarizes the stated problems and promises a solution.
9
Develop a coherently structured paper with an introduction, body, and conclusion.
The paper has an introduction, but no body.
10
Support claims with at least three (3) quality, relevant references. Use credible, academic sources available through Straye ...
Techniques for automatically correcting words in textunyil96
The problem of automatically correcting words in text has been an ongoing research challenge since the 1960s. Existing spelling checkers and text recognition techniques are limited in their accuracy. Three main areas of research have focused on detecting and correcting (1) nonwords, (2) isolated misspelled words, and (3) context-dependent real-word errors. While progress has been made, fully automatic correction of all word errors requires techniques that can analyze contextual information to detect errors resulting in other valid words.
ON THE NET Introducing Standardized EFL/ESL Exams Gerardo Zavalla
This document introduces several standardized English proficiency exams taken internationally, including TOEFL, IELTS, and others. It discusses how many exams have transitioned to computer-based formats to provide quicker scores. It then reviews features of eight major exams, classifying them based on whether they include speaking sections or only writing and multiple choice questions. Finally, it provides examples of exams without speaking sections, such as the ACT ESL Placement test and WebCAPE exam.
E-Learning Student Assistance Model for the First Computer Programming CourseIJITE
E-Learning applied to computer programming course design is a promising area of research. The student having clear understanding of the programming constructs can apply it to solve various problems. Because of limited time and availability, the instructor can go back to some extent to cover the weaknesses of their students that hinder the understanding of the problems. As more lessons are covered, the weak students become weaker in programming. To cope up with these problems an e-learning system is devised which the student can use anywhere and at any time as a web application. It comprises of both tutoring and assessment and also provides guiding the students to error correction using back-tracking technique to refine the concepts and reattempt the programming problem.
E-LEARNING STUDENT ASSISTANCE MODEL FOR THE FIRST COMPUTER PROGRAMMING COURSE IJITE
E-Learning applied to computer programming course design is a promising area of research. The student
having clear understanding of the programming constructs can apply it to solve various problems. Because
of limited time and availability, the instructor can go back to some extent to cover the weaknesses of their
students that hinder the understanding of the problems. As more lessons are covered, the weak students
become weaker in programming. To cope up with these problems an e-learning system is devised which the
student can use anywhere and at any time as a web application. It comprises of both tutoring and
assessment and also provides guiding the students to error correction using back-tracking technique to
refine the concepts and reattempt the programming problem
E-Learning Student Assistance Model for the First Computer Programming CourseIJITE
The document presents an e-learning student assistance model called c-Learn for novice computer programming students. c-Learn was developed to address low passing rates in introductory programming courses by providing tutoring, assessment, and backtracking guidance. It was tested on 11 students who used c-Learn for 2.5 hours, showing improved exam scores compared to their initial midterm. c-Learn uses color-coded syntax, interactive exercises, and compiler feedback. It requires achieving a 70% threshold in each section before advancing, or backs students to relevant earlier sections if below the threshold. The study found c-Learn improved students' marks and increased the standard deviation, indicating it positively impacted learning for students with different capabilities.
IMPACT OF COMPOSING MEDIUM ON THE QUALITY AND QUANTITY OF WRITINGKimberly Jones
This document summarizes a study that analyzed the effects of word processing versus handwriting on students' writing performance. Twenty-five students wrote essays in two sessions, with one group handwriting and the other using computers in each session. Scores from two measures - Flesch Reading Ease and Flesch-Kincaid Grade Level - were used to analyze writing quality, while word count, sentence count, and words per sentence analyzed quantity. Statistical analysis found no significant difference in quality between the mediums, but word processing essays tended to be slightly easier to read. The study aimed to provide insight into how the composing medium impacts writing.
The document provides guidance for students to create web pages for assigned grade levels and content areas as part of a classroom assignment. Students will design web pages with sections for welcoming parents and students, teacher information, sample grade books, student work examples, resources, and other generated content. A rubric and checklist are provided to help students evaluate their web page content and design.
This document provides guidelines for an internship report for a web development internship on an address book project. It includes sections that should be included like acknowledgements, certificates, project abstract, introduction, tasks completed, technical skills learned, and conclusion. It also provides formatting guidelines and requirements for submitting supplementary documents and reports. The internship focused on building a web-based address book application with features for adding, deleting, updating, and searching addresses while learning skills in HTML, CSS, JavaScript, and PHP. The intern gained experience in web design, problem solving, and communication skills through completing assigned tasks on the project.
The document discusses various methods for assessing student writing abilities. It outlines four main types of writing performance: imitative, intensive, responsive, and extensive. For imitative writing, common assessment tasks include copying letters/words, dictation, and spelling tests. Intensive writing focuses on grammar, vocabulary, and sentence formation tasks like dictation and transformations. Responsive and extensive writing involve longer-form paragraph and essay writing and can be assessed through methods like paraphrasing, guided questions, and analytical scoring rubrics. The document provides examples of different assessment techniques for each writing type.
This document outlines a group project created by four students on teaching methods. It includes lessons on teaching methods (visual, verbal, hands-on, logical), how to write a thank you letter, parts of speech, functions in Excel, and procedures for installing hardware components. Each lesson explains the purpose, demonstrates the topic using different teaching methods, and provides examples. The conclusion reflects on working as a group and how the lessons teach important skills for technology careers and professional development.
Similar to Approaches The Marking Electronic Texts (20)
The document discusses offensive speech and the FBI's priority to protect citizens from hate crimes and terrorism. While the First Amendment protects free speech, the government's view of offensive speech has evolved over time. Courts play a key role in protecting free speech from government overregulation based on interpreting the First Amendment.
How To Write An Opinion Essay Essay TigersMonica Waters
This document discusses HR recruitment practices for hiring employees. It explains that HR recruitment was originally used primarily by large corporations but is now common for many ordinary companies as well. The needs of HR recruitment in organizations have changed in recent years, and the process now exists in most organizations to improve efficiency. The recruitment system is at the heart of every business, so ensuring consistency at every level is important to enhance effectiveness in hiring and retention.
Essay Contest Opens For High School Students NIH RecordMonica Waters
The article examines symbolic play in children with Autism Spectrum Disorder compared to typically
developing children. It found that children with ASD engaged in significantly less symbolic play and had
more difficulties with pretend play skills. The results suggest that assessing pretend play abilities can help
identify children with ASD and developing pretend play skills should be a focus of early intervention.
Edit My College Essay. 10 Most Common College EsMonica Waters
The document provides information about editing college essays through an online service. It outlines a 5-step process: 1) Create an account; 2) Complete an order form with instructions and deadline; 3) Review writer bids and choose one; 4) Review the paper and authorize payment; 5) Request revisions until satisfied. It emphasizes original, high-quality work and refunds for plagiarism.
1. The document discusses a website called HelpWriting.net that provides writing assistance services.
2. It outlines a 5-step process for using their services, which includes creating an account, submitting a request form, reviewing writer bids, authorizing payment, and requesting revisions.
3. They promise original, high-quality work and refunds for plagiarized content, aiming to fully meet customer needs.
Persuasive Writing Paragraph. How To Write AMonica Waters
The document discusses the impact of media on children's lives and socialization. It notes that media is an influential factor in socialization, especially for children. Media can positively impact children by exposing them to new ideas and information. However, excessive media use can negatively impact children's development by replacing social interactions and outdoor activities. The document calls for moderation and guidance when children consume media to maximize the benefits and minimize the risks.
How Does Nurture Influence Development. How Does NMonica Waters
The document discusses how nurture influences development through several steps:
1. Create an account on the site to request writing help
2. Complete an order form providing instructions, sources, deadline, and sample work
3. Review bids from writers and choose one based on qualifications to start the assignment
4. Review the completed paper and authorize payment if pleased, with options for revisions
5. Request multiple revisions to ensure satisfaction, with a guarantee of original work or a refund
View Formal Essay Examples For High SchooMonica Waters
The document provides instructions for requesting and completing an assignment writing request on the HelpWriting.net website. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions until fully satisfied, with the option of a full refund for plagiarized work. The purpose is to outline the simple process for students to request writing help from the website.
1. Racism led to an unjust legal system where Tom Robinson, an innocent black man, was wrongly convicted of a crime and sentenced to death simply due to the color of his skin and prejudice of the all-white jury.
2. The racist attitudes prevalent in Maycomb caused Atticus to receive threats and face hostility from many in the town for agreeing to defend Tom Robinson, a black man.
3. Jem and Scout witnessed the ugly realities of racism through the mob that gathered outside the jail to lynch Tom Robinson before the trial, showing them the deep prejudice that existed. Racism shaped how the
The document discusses the steps to request writing assistance from HelpWriting.net:
1. Create an account with a password and valid email.
2. Complete a 10-minute order form providing instructions, sources, deadline, and attaching a sample for style imitation.
3. Review bids from writers for the request, choose one based on qualifications, and place a deposit to start.
4. Review the paper and authorize full payment if pleased, or request free revisions.
5. Multiple revisions are allowed to ensure satisfaction, and plagiarized work results in a full refund.
1) The U.S. already spends more on defense than the next several countries combined, indicating current spending levels are excessive.
2) Increasing defense spending would divert funding from critical domestic programs like education, healthcare, and infrastructure that Americans rely on.
3) With no major military threats on the horizon, additional defense spending provides few benefits while adding to the national debt burden.
Writing Cause And Effect Essay Examples - DefinitivMonica Waters
The passage discusses the Confucian philosophy and two influential Confucian thinkers, Mengzi and Xunzi. It notes that while Confucius sought to spread his teachings, later philosophers like Mengzi and Xunzi interpreted and debated his ideas, specifically around the question of whether human nature is inherently good or bad. The author argues against Mengzi's view that human nature is inherently good, instead asserting that it is completely self-interested.
How To Write A Compare And Contrast Essay Example. CMonica Waters
Here are a few key points about black women in America and their accomplishments:
- Bessie Coleman was the first African American and first Native American woman to hold an
international pilot license. She started her aviation career in 1921 after being denied flight lessons in
the U.S. due to her race and gender.
- Cathay Williams was the first African American woman to serve in the U.S. Army, enlisting in 1866
and serving until 1868. She disguised herself as a man in order to join.
- Madam C.J. Walker was America's first female self-made millionaire. She built a highly successful
business creating and selling hair care products for black women in the early
The document describes a 5-step process for obtaining writing assistance from HelpWriting.net:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, deadline, and sample work.
3. Choose a writer bid based on qualifications, history, and feedback, then pay a deposit.
4. Review the completed paper and authorize full payment or request revisions.
5. Request revisions to ensure satisfaction, and HelpWriting.net guarantees original, high-quality work with refunds for plagiarism.
How Serious Is Essay Plagiarism Students The GuardianMonica Waters
The document provides instructions for students to get writing help from HelpWriting.net. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Receive the paper and authorize payment if satisfied. 5) Request revisions until satisfied, with a refund option for plagiarism. The process aims to ensure students get high-quality, original content through competitive bidding and revisions.
The document discusses drugs and alcohol in the criminal justice system. It notes that drug and alcohol abuse has long been part of human culture and American society. The period from 1950-2000 saw significant developments in how drugs and alcohol were viewed and addressed. Research and knowledge advanced, laws were passed, media coverage increased, and public views shifted. Overall, this time period was exceptionally active for American culture in terms of drugs and alcohol.
Essay Websites Examples Of Satire EssaysMonica Waters
The document discusses the author's experience visiting Yosemite National Park for the first time, expressing a sense of awe at the natural beauty of the park, including views of El Capitan. Yosemite National Park is located in California's Sierra Nevada mountains and was established in 1890 to protect its outstanding natural features spanning over 747,956 acres, including waterfalls, trees, cliffs and mountains. In just one hour at the park, the author was already amazed by what they had seen.
The document discusses the national nanotechnology initiative (NNI) and nanotechnology. It begins by defining nanotechnology as the study and manipulation of materials at the 1 to 100 nanometer scale, where materials exhibit novel properties due to their small size. It notes that the NNI was established to provide a general definition of nanotechnology. The document then discusses how nanoscience involves the study of nanomaterials, which have at least one dimension in the 1 to 100 nm range. It states that these nanomaterials have increased surface area and unique physical and chemical properties compared to larger materials.
Writing An Abstract For Your Research Paper The Writing Center UW ...Monica Waters
- AI systems in warfare could potentially reduce casualties by taking the place of human soldiers in dangerous situations. However, lethal autonomous weapons raise concerns about machines having the power to take human lives without meaningful human control.
- The opacity of advanced AI may make it difficult for humans to understand the system's decisions and determine accountability for any mistakes or ethical lapses. Without explainability, issues could arise regarding responsibility for the actions of AI systems.
- Developing AI for military use, including lethal applications, risks an arms race as nations work to gain strategic advantages over opponents. This could destabilize existing security frameworks and escalate conflicts.
Analytical Essay My First Day At School Short EssayMonica Waters
The document discusses a case study involving a business relationship between the author and Mr. Marshall. It began informally six months ago with the author supplying grapes to Mr. Marshall's health food store. Demand grew but issues arose regarding late or incomplete payments from Mr. Marshall. The author is considering ending the business relationship and asks what legal actions Mr. Marshall could take and what defenses they may have. Advice is sought on resolving disputes biblically to avoid negative impacts on both parties.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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1. --------------------------....J-i§iilii·-
"Written comments
are time consuming,
but teachers continue
to write comments on
students' papers
because we sense
that our comments
help writers
improve... "
Vol. 31, No.3
Approaches to Marking
Electronic Texts
Martin Holmes
University ofVictoria
A brief survey of the rather limited amount of research
thathas been done on the marking ofwriting shows that there
remains a great deal of confusion with regard to the
effectiveness of different marking strategies. Many second
languageteachersspendan inordinateamountoftimemarking
students' texts (Zamel 80); according to Leki,
Written comments are time consuming, but
teachers continue to write commentson students'
papers because we sense that our comments
help writers improve; because written comments
seem more feasible and more thorough than
conferences on every paper; and because, for
most writing teachers, our jobs require us not
only to evaluate our students' writing but to be
able to justify our evaluations (58).
Perhaps not surprisingly, students also expect and require
detailed responses to their papers from instructors, noting
all errors (Leki 62).
However, Cohen and Cavalcanti, in a study on teacher
markingpractices,found that"teachers' feedback ... is unclear,
inaccurate and unbalanced ..." (155); Fathman and Whalley,
citing Sommers, state that "... most teacher comments are
vague and do not provide specific reactions to what students
have written" (179); and Zamel notes that"... teachers' marks
and comments usually take the form of abstract and vague
prescriptions and directives that students find difficult to
interpret" (79). While some evidence has been found that
certain types of marking (specifically, drawing attention to
errors rather than correcting them, and providing positive
feedback rather than just negative prescription) do seem to
improve student writing (Fathman and Whalley 187), this is
contradicted by other studies which appear to demonstrate
thatnoconceivablecombinationofpraise,blame,commentary,
diagnosis or correction "produced significantimprovements
35
2. Method 1: A Text-
Based Marking
System
36
in students' subsequent writing" (Leki 61).
In other words, it would seem to be the case that,
although writing instructors dedicate a large proportion of
their time to detailed and complex marking practices, and
their students expect them to, their responses and comments
are frequently less than competent, and may have no effect
whatsoever on the quality of their students' writing. This is a
rather disheartening state of affairs.
Recently, writing instructors have begun to deal with a
new factor in their work: the electronic document. Students
are increasingly submitting computer files (text documents,
email or word-processor documents) instead of the
conventional hard copy. In addition, more and more writing is
taught by distance education through online systems, and here
theelectronicsubmissionand return ofdocuments maybecome
the primary form ofinteractionbetweenstudent and instructor.
The techniques and methodology of marking assume a greater
significance in this context.
It is not my purpose to examine what kinds ofresponses
teachers should give to students' papers. Rather, this paper
will look at four possible technical approaches to receiving,
marking up, and returning a student text in electronic form,
together with their strengths and weaknesses. Some of these
methods can help to improve the clarity of the document
returned to the student, distinguishing comments on form,
for example, from comments oncontent; they can increase the
consistency ofan instructor's responses to particularerrors or
error-types; and they will enable us to return to the student a
text which is more intact, in the sense ofbeing less invaded or
defaced by an overlay of multicolored inks and scrawled
comments. The methods outlined here range from a simple
text-based system,for whichnospecialsoftwareorknowledge
is needed, to more complex solutions involving macro
programming and special software.
In this approach, the instructor simply inserts a number
of symbols into the text, indicating error types. The student is
provided with a key to the symbols, and is expected to correct
the errors. Longer notes can be included using a simple
numbered footnote system. There are many text-based
marking systems in use, and instructors tend to evolve their
ownsystems according to theirneeds. Thesystemshownhere
is inuseby theComenius Group for a Business Englishcourse
taughtby the Internet: http://www.comenius.com/writingl
index.html.
The Comenius Web site demonstrates how the
IALL Journal ofLanguage Learning Technologies
3. ----------------------------~-''""''•
Vol. 31, No. 3
instructor actually uses a special toolbar and macros to
automate the marking process, but this is not necessary in
order to use this method of marking.
This keyis taken (withpermission) from the Comenius
Web site:1
CORRECTION SYMBOLS KEY
][placed at the beginning of a long correction
[x] delete the word or words
I want ][for think[x] to go there.
[+] add the missing word or words
Give me[+] the pencils.
[1],[2] ,...see the bottom of your assignment for a
teacher comment
I live in Tkyo[l] Japan.
[1] Be careful of spelling mistakes in business
correspondence
[ ] add a blank line
~incerely,
[1
[1
[1
David Rogers
[#] mistake in number [singular/plural]
I have three book(#].
[art] wrong or missing article
This is [art] book.
[cap] capitalize or don't capitalize the word or
words
I visited the ][united states of america[cap].
I like Strawberry [cap] ice cream.
[prep] mistake or missing preposition
He lives at [prep] Madison Avenue.
[ww] wrong word
I except[ww] your advice.
37
4. "Among the
advantages of this
method are the fact
that it is
technologically simple;
student texts can be
submitted and
returned by e-mail,
without the need to
ensure that instructor
and students are using
the same platform or
the same software. "
38
[wf] wrong word form
He talked about go [wf] there.
[tns] mistake in verb tense
I eating[tns] everyday at 8:00.
[pro] missing pronoun
[pro] is dangerous to travel at night.
[frag] sentence fragment
Since you are so nice [frag].
(r/on] run on
I like my friend she makes me laugh [r/on].
[sp] spelling mistake
I practice[sp] English every day. [sic]
Among the advantages of this method are the fact that it
is technologically simple; student texts can be submitted and
returned by email, without the need to ensure that instructor
and studentsare usingthesameplatformorthesamesoftware.
In addition, it is relatively easy for a student to edit or redraft
an essay marked in this way, working directly on the marked
text. Finally, this approach (alongwiththe otherthree outlined
in this article) allow the instructor to insert comments of any
length. In traditional marking, the instructor is often
constrained by the physical space available in the margins of
a paper, and as a result comments are often inscribed in tiny
handwriting, or reluctantly truncated. In all of the methods
shown here, the instructor has unlimited space, because the
electronic document expands as text is inserted.
However, this approach produces output that is less
than satisfactory in a number of respects. In a simple text
document, the instructor's comments and annotations are
not distinguished from the student's original textexcept (in
the example above) by being enclosed in square brackets.
In a similar traditional marking system, pen color would be
used to distinguishinstructor'scomments from the student's
own writing. The textbased approach does not allow for
this.
lALL Journal oflAnguage Learning Technologies
5. Method 2: Word-
Processor
Revision Tools
"[T]he prevalence of
one error-type is
immediately obvious
because of its color,
and error diagnoses
(marked by
highlighting) are
clearly distinct from
comments on content
or structure (which
would be footnotes). 11
Vo1.31, No.3
Most modem word-processing programs include a
range of tools intended to be used for reviewing and revising
documents.Thissystemusesthecoloredhighlighter,arevision
tool available in recent versions of some word-processing
programs. In this example, six basic colors are used as codes
for simple error types. In addition, footnotes can be used to
add longer comments where required.
These are the basic colors and the error-types they
signify:
Yellow Spelling
Grey Punctuation/Capitalization
Red Verb error (tense or agreement)
Blue Noun error (number or form)
Purple Other grammatical error
Green Word choice error
In actual fact, word-processors usually allow a much
wider range of colors to be used. However, in practice,
colors which are not members of the basic system palette
may not display correctly on a variety of platforms or in
different applications (see below), and the system itself
becomes difficult to apply and interpret easily when larger
numbers of colors are used, since the colors (unlike the
abbreviations in the previous method) carry no mnemonic
value.
The following additional revision and text-formatting
features can be used to make this system more flexible:
1. Underline and double-underline
2. Bold
3. Italic
4. Superscript and subscript
5. Font colors
6. Strikethrough (indicating text to be deleted)
The instructor would, of course, have to ensure that any of
these textual features used for marking were not also used
by the student for other purposes within the document.
This method has some advantages over text-based
marking. The instructor's annotations are more easily
distinguished from the original text. In addition, the
prevalence of one error-type is immediately obvious
because of its color, and error diagnoses (marked by
highlighting) are clearly distinctfrom comments oncontent
or structure (which would be footnotes).
However, a new set of limitations arises when we use
these kinds of tools. Only the more recent versions of major
word-processing programs support colored highlighting,
39
6. Method 3: Using
a Toolbar with
Macros
40
so both the student and the instructor must be using
compatible software. If they are not using the same
application, a file format mustbe agreed upon to allow files
tobeexchanged. The logicalchoice here is RichText Format,
which is intended to be a platform- and application-
independent, ASCII-based document format. There are,
however, many incompatibilities in the interpretation and
display of textual features in RTF in different applications
(see my 1996 article "Rich Text Format Survey").
In addition to the file format problem, the fact that
word-processor files (rather than just text) must be
exchanged introduces a new level of complexity into the
marking process. Students must now save their work in a
particular format, and (if submitting electronically) attach
this file to an emailmessage. The instructor must go through
a similar process to send the document back to the student,
who mustbe able to retrieve and open an attachment. Some
learner training (and possibly instructor-training too) will
probably be required.
A final objection to this kind of system is that it is
extremely time-consuming. It is difficult to remember the
color codes, and tiresome to change the highlighter color
each time a new error-type is encountered. Impatience
with this approach led to my developing a more efficient
system for marking within a word-processor, based on
macros and a special toolbar.
A macro is a small"program within a program", that
is, a script which performs a sequence of actions within an
application. Mostword-processors, spreadsheets and other
productivitysoftware allow users to script or record macros
to automate repetitive tasks. Macros can then be attached
to buttons on the toolbar of the application, so that clicking
on the button runs the macro, which performs the series of
operations automatically. Macros can be used to automate
the insertion of complex annotations into the text of a
document, as shown in Figure 1 (see next page).
Here, when the instructor encounters an error (such
as a spelling mistake), she selects the relevant text, then
presses the button labelled "SP". This runs a macro which
performs the following actions:
1. Double-underlines the selected text.
2. Turns that text red.
3. Inserts a blue superscript annotation "Sp".
Buttons for a range of error types are included on the
IALL Journal ofLanguage Learning Technologies
7. ---------------------------''""'·•
Vol. 31, No.3
toolbar, as well as buttons for inserting a green superscript
"Good" into the text, for inserting footnotes in green, and for
changing selected text to different colors.
Studentdocuments canbe received as word-processor
or text files, or as email, in this system. However, since
enhanced textual features are used in the marking process,
This is a
spilling sp
mistake.~
Figure 1.
some kind ofdocument file must be returned to the student.
There are four options:
1. Native file format: If the student is using the same
word-processor, the document can be saved in the native
format of the program.
2. Rich Text Format: RTF (discussed above) will
preserve the textual features used here. The file can be
attached to an email message.
3. HTML format: Most major word processors will
now save files in HTML format (as WWW pages). The
file can then be opened in any Web browser.
4. Printed format: If necessary, the file can simply be
printed out for the student.
The first three options require that the file be attached to an
email message or returned to the student on a disk.
This approach to electronic marking (first outlined in
my article "Marking Student Work on the Computer") has
a number of advantages over those examined above. First,
through the use of red, blue and green font colors (not
visible in the illustration here) the instructor's comments
and error diagnoses are clearly distinguished from each
other, and from the student text. In addition, the use of
double-underline and superscript ensures that even if this
41
8. Method 4: A
Special Marking
Program
42
document is printed on a monochrome printer, these
distinctions will be preserved. The original formatting of
the student's document (including indents, bold and italic
text and so on) can be preserved. Finally, this system is
considerably faster than the first two methods, because the
macros automate the process of inserting annotations.
However, the text returned to the student remains a
static document. Unless the student is required to revise or
edit the text to produce another draft, then there is little to
compel her to examine it, and no way to interact with it. The
fourth approach described below is an attempt to remedy
this.
In April1996, Roy Bowers posted on the World Wide
Web a demonstration of the use of hypertext to mark a
student text in such a way that the student would be able to
interact with it (Bowers 1996). His example uses three
frames. In the largest is the student text, which contains
links. Clicking on a linkcauses a commentorerror diagnosis
to be displayed in one of the other frames. If the user
requires more information (such as a full grammar
explanation), then clicking on a link in the second frame
will display a more detailed explanation in the third.
I was intrigued by this approach, but I could see two
major objections to it. First, I was not happy with the use of
frames, which at that time were not supported by many
browsers. Also, using frames requires multiple documents;
the student would be required to receive at least four files,
and load the correct one into the browser, for the system to
work. Secondly, Bowers had (as far as I know) no system
for creating these pages efficiently; essentially, each had to
be coded by hand. My marking program, Markin, is an
attempt to overcome these difficulties.
The interface of the program works very much like the
word-processor macro toolbar described above, and it will
also outputthemarked essayintheform ofa Rich TextFormat
document which can be viewed in a word-processor, using
coloured superscript annotations and underlining to
distinguish the marking from the original text. However, the
program will also produce output in the form of a Web page.
The student's original text is intact at the beginning of the
page. The text contains links, which jump to diagnoses or
comments further down the page, as shown in Figure 2. In
contrast to Roy Bowers's frame-based approach, this uses a
single Web page, which means that only one documentneeds
to be sent to the student.
!ALL Journal ofl.Jmguage Learning Technologies
9. ----------------------------'''""'•
Vol. 31, No.3
Here, the subject-verb agreement error ("my parents
was...") becomes a link. Whenthe studentclicks onthe link, the
browser jumps to another part of the document where the
error-typeis displayed. Commentscanbe inserted in the same
way, and more generalfeedback canbeappended to the essay
incolored text,along witha grade. Theprogramautomatically
compiles a listofeacherror type and the numberoftimes ithas
been made, so problem areas are immediately apparent. This
gives the instructor a simple way of tracking a student's
progress through multiple assignments. The program itself
is not unlike a simple word-processor:
An Example Marked Studatt Essay:
My Early Cla.ildhood
I was born 111 1975 in Truwan. When I was small chi!=~=~
so we did not have good food to eat or a nice house to ~ . ··
school teacher ofMathematlcs. my mother was a secretary. They work. very hard to
earn enou~ money to ~food for me and my two sister.
/"~~
~~~~~-
Etr<>r t'IJPe;
~
~~~~~~~:tel(t- ..I
~
Figure 2.
The text is marked using a toolbar of buttons similar
to that used in Method 3, but this time the buttons can be
quickly and easily customized to suit the level of the
student and the marking preferences of the instructor. The ,
program compiles the marked essay into a Web page
automatically, and as well as the RTF and HTML output, it
will also generate a text-only version of the page; this can be
used if the student is not able to receive attachments.
When students interact with a document like this,
instead of seeing a correction or a diagnosis directly, a two-
stage process takes place. First, the presence of a link alerts
the student to the fact that something is wrong. She may try
to do the diagnosis herself. Then, she may click on the link
to confirm her conclusion. The student text itself remains
relatively intact and readable (it is not defaced by intrusive
annotations) and moving between the text and the
43
10. associated annotations and buttons is simply a matter of
clicking with the mouse. Besides error diagnoses, three
other types of response can be provided for: praise
annotations (using the bottom row of buttons), comments
(linked to the text), and globalfeedbackattheend oftheessay,
which can be coded in different colors.
11
This approach has
been in use at the
University of Victoria
for two semesters,
and has proved very
popular with both
instructors and
students.11
Many other features have been added to the program
since its initial development, to enable more rapid and
consistent marking. The instructor can maintain a database of
"usefultext" snippets, whichcanbe inserted into commentsor
feedback by selecting them from a list. This obviates the need
to type out an explanation of a common point or issue
repeatedly. Similarly, the instructor may build up a "useful
links" database, containing links to useful Web pages; these
references can be inserted wherever necessary, so it becomes
easy to refer a student to a more detailed explanation of a
particular point from the rapidly-expanding range of such
resources available on the World Wide Web. Finally, the
programis able tocompileerrorstatistics from multiplepieces
of work, and output the results to a spreadsheet, so it is
possible to do quite complex analyses ofthe work of particular
groups of students, or of one student over a period of time.
44
An Example Marked Essay:
My Early Childhood
1was born in 1975m Ta1wan When Iwas M·~""';-··:· small Child.
my parents kVa~ :tl..ut;.-,.,.,"~'· 1 very poor. so w~ did not have good
food to eat, or a mce house to livmqvf.,..m in My father was a
high-school teacher of mathematics rrrt';.·•,.:tu•(~c~ mother was a
secretary Th8Y work•· r~~·~~ very hard to earn enough mon8'{ to
1vewc.o,~ ...-~" food for me and rrry SISter
Agr; An! Capi Con :
-·--'- ...._; _____..J_·····--·'
Co.u J Cut j F~r ! Frg j
~-·--·..:. _____,..._...,_•.~ ....!..~. ·-.. !
lnf I Ilia !MGcti 1Wd :
---··~--·-··-~·-··-·-;--- ..--··
Par I Prg 1 Plu ! Pra
,_,...,••••--'- ··-~- •-~-- ... -·-- -·""r••'"
Pun Qot j Rap ' Spa .
:~.- ---;, ............ -··
Spll Vag VFo; VTe
Our apartment was very small. and sometimes we hate~.,- .....k ' -······;--·---,·--····-;·..- ·· •
each other because no space1 My sisters are older than me I WChj ~~~rl ?7?
and the often~,,.: ..~~~.- me a hard time. stealing my toys and I ·· · · l
hurting me. However.l was a happy child and Iworf<'· 7
~"Y. hard • i ·Gd ; Yea: &cl Cor J!
'fi:S:,~~~~:.~-~~~s:±;:-T·-~;:,~,~~~HERe .~~ ~:/io~ .·· ·!
_ .. ·,.: WA.S no space· 1
-,··:·' i
.:.1L---·------·--··:_-:;_:;.::
IB!#n•~ .J(u..-n · ~ lbiliidota.t.dg k.
Figure 3
Markin (called Markin32 in its most recent versions)
fALL Journal ofLanguage Learning Technologies
11. _________________________.....111111' ' •
This approachhas been in use at the University of Victoria for
several years, and has proved very popular with both
instructorsand students. However, there aresomedrawbacks
to using a system like this. Because of the limits of hypertext,
the same portion of student text cannot be linked to two
different responses. Also, the student cannot directly edit the
HTML output itself to produce another draft (although she
can edit the RTF or text-only versions); to overcome this, with
my own students, I usually send back both an HTML version
and an RTF version ofeach marked piece of work. Finally, the
studenthas tobe trained to receiveanHTMLfileby e-mailand
openitin abrowser, and the instructorneeds to master the use
of the Markin program.
Conclusion While none of the approaches described above is a
perfect solution to the marking problem, all of them offer
some improvementover traditional pen-on-paper marking.
As education increasingly goes online, and marking
electronic texts becomes part of the daily work of an
increasing number of instructors, institutions will need to
beginevaluating solutions such as these to develop systems
and policies which enable the rapid return of electronic
documentsmarked ina clearand helpful fashion. Ultimately,
itis likely thatlargesoftwarecompanies willbeginproducing
expensive commercial products aiming to fill this need.
Meanwhile, most of the groundwork is being done by
instructors themselves, and the more ideas generated and
tested during this stage, the betterable we willbe to evaluate,
and even to influence the development of, such commercial
products.2
+
Works Cited Bowers, Roy. "Using HTML for online editing". Apr 22,
1996.http://www.tnis.net/rbowers/demo.html. (Aug
11 1997; unavailable July 5, 1999).
Vol. 31, No.3
Cardelle, Maria and Lyn Corno. "Effects on Second
Language Learning ofVariations in Written Feedback
on Homework Assignments." TESOL Quarterly 15.3
(1981): 251-261.
Cohen, Andrew and Marilda Cavalcanti. "Feedback on
compositions: teacher and student verbal reports."
Kroll155-177.
Dillon, David and DennisSearle. "The Message of Marking:
Teacher Written Responses to Student Writing at
Intermediate Grade Levels." Research in the Teaching
of English 14.3 (1980): 233-242.
Fathman, Ann and Elizabeth Whalley. "Teacher response
45
12. to student writing: focus on form versus content."
Kroll 178-190.
Holmes, Martin. "Rich Text Format Survey." May 25,
1996. http://web.uvic.ca/langcen/rnd/marking/
richtext.htm. (July 5, 1999).
"Marking Student Work on the Computer." The Internet
TESL Journal. Sep. 1996. http://www.aitech.ac.jp/
-iteslj/Articles/Holmes-ComputerMarking/
index.html. (July 5, 1999).
Kroll, Barbara, ed. Second LanguageWriting: Research insights
for the classroom. Cambridge: Cambridge University
Press, 1990.
Leki, Ilona. "Coaching from the margins: issues in written
response." Kroll 57-68.
Robb, Thomas, Steven Ross and Ian Shortreed. "Salience of
Feedback on Error and Its Effect on EFL Writing
Quality." TESOL Quarterly 20.1 (1986): 83-93.
Semke, Harriet. "Effects of the Red Pen." Foreign Language
Annals 17.3 (1984): 195202.
Sommers, N. "Responding to Student Writing." College
Composition and Communication 33 (1982): 148-156.
Zamel, Vivian. "Responding to Student Writing." TESOL
Quarterly 19.1 (1985): 79101.
1
Last Modified: Thursday, September 26, 1996.
Notes Copyright 1995-1997, The Comenius Group,
comenius@interport.net.
2The program Markin and macro/toolbar packages
for WordPerfect 6.1 and above and MS Word 95 are available
for download from: http://www.net-shopper.eo.uk/
ereative/educalion/languages/martin.
An independent review of a new Windows 9x/NT
version of Markin, Markin32, was published by The CALICO
Review in May 1998, and can be seen at: http://
www.arts.monash.edu.au/others/calico/review/
markin.htm.
Martin Holmes is currently a programmer/consultant in the
University ofVictoria Language Centre. He holds a BA in English,
an M.Phil, and the RSA DipTEFLA. He previously taught EFLfor
15years in several countries, and now provides Windows and Web-
basedprogrammingservicestosupportuniversitylanguageteaching
and research.
46 !ALL Journal ofLanguage Learning Technologies