This document provides strategies for teachers to more efficiently grade student writing assignments. It discusses four common myths about grading essays: 1) Only full length essays need feedback, but smaller focused assignments can help students improve specific skills. 2) Rubrics don't need to match assignments exactly, common categories can be used. 3) Teachers don't need to grade every element in each essay, they can focus on one. 4) Teachers don't need to correct every error, they can have students self-edit sentences with issues circled. The strategies aim to engage students more in writing while making the grading process more manageable for teachers.
GCE O' Level 1123 Examiner's Report Sum upSaima Abedi
The presentation is based on the information extracted from examiner's reports of last three years English language papers. It gives a quick idea about the Do and Don't for 1123.
Aims to provide an easy-to-approach, solid foundation writing course for young English learners.
-Book 1 focuses on the letter level, and building confidence to start writing words in English.
-Book 2 emphasizes correct spelling skills and the placement of words within a sentence.
-Book 3 moves on to producing independent sentences, with a greater awareness of English grammar patterns.
GCE O' Level 1123 Examiner's Report Sum upSaima Abedi
The presentation is based on the information extracted from examiner's reports of last three years English language papers. It gives a quick idea about the Do and Don't for 1123.
Aims to provide an easy-to-approach, solid foundation writing course for young English learners.
-Book 1 focuses on the letter level, and building confidence to start writing words in English.
-Book 2 emphasizes correct spelling skills and the placement of words within a sentence.
-Book 3 moves on to producing independent sentences, with a greater awareness of English grammar patterns.
In real life, language skills never occur in isolation.*in conversations, we listen and speak.*When filling in a form we read and write,*When taking notes, we listen and write.*often the use of one skills leads on naturally to another.* we see a film, and we talk about it later.
How can you integrate skills in a lesson?*As in real life, skills are integrated with one activity leading with one activity on to another
FellowBuddy.com is an innovative platform that brings students together to share notes, exam papers, study guides, project reports and presentation for upcoming exams.
We connect Students who have an understanding of course material with Students who need help.
Benefits:-
# Students can catch up on notes they missed because of an absence.
# Underachievers can find peer developed notes that break down lecture and study material in a way that they can understand
# Students can earn better grades, save time and study effectively
Our Vision & Mission – Simplifying Students Life
Our Belief – “The great breakthrough in your life comes when you realize it, that you can learn anything you need to learn; to accomplish any goal that you have set for yourself. This means there are no limits on what you can be, have or do.”
Like Us - https://www.facebook.com/FellowBuddycom
Sounds Great is a five-level phonics series developed for young EFL/ESL learners.
-Sounds Great initiates the path to fluency through systematic lessons developing knowledge of the alphabet, vowel combinations, and consonant blends
-Sounds Great Workbooks provide additional support and gives ample opportunities for students who need or desire more practice writing and reading the new letters and sounds
-Sounds Great Readers are 5 carefully-controlled leveled phonics readers that provide fun stories and remarkable illustrations. The readers series provides students with the ability to see the letters and words they just learned incorporated into fun and exciting stories they are sure to enjoy over and over
-Website: www.compasspub.com/SG
In real life, language skills never occur in isolation.*in conversations, we listen and speak.*When filling in a form we read and write,*When taking notes, we listen and write.*often the use of one skills leads on naturally to another.* we see a film, and we talk about it later.
How can you integrate skills in a lesson?*As in real life, skills are integrated with one activity leading with one activity on to another
FellowBuddy.com is an innovative platform that brings students together to share notes, exam papers, study guides, project reports and presentation for upcoming exams.
We connect Students who have an understanding of course material with Students who need help.
Benefits:-
# Students can catch up on notes they missed because of an absence.
# Underachievers can find peer developed notes that break down lecture and study material in a way that they can understand
# Students can earn better grades, save time and study effectively
Our Vision & Mission – Simplifying Students Life
Our Belief – “The great breakthrough in your life comes when you realize it, that you can learn anything you need to learn; to accomplish any goal that you have set for yourself. This means there are no limits on what you can be, have or do.”
Like Us - https://www.facebook.com/FellowBuddycom
Sounds Great is a five-level phonics series developed for young EFL/ESL learners.
-Sounds Great initiates the path to fluency through systematic lessons developing knowledge of the alphabet, vowel combinations, and consonant blends
-Sounds Great Workbooks provide additional support and gives ample opportunities for students who need or desire more practice writing and reading the new letters and sounds
-Sounds Great Readers are 5 carefully-controlled leveled phonics readers that provide fun stories and remarkable illustrations. The readers series provides students with the ability to see the letters and words they just learned incorporated into fun and exciting stories they are sure to enjoy over and over
-Website: www.compasspub.com/SG
These slides deals with another primary skill in linguistics. Why we write and what is purpose of writing..What are the process in which people write. and how we analyse it...and most importantly what are the types in writing and their exercises.
L2 Writing Development of Japanese EFL Students at a Writing Center KateConference
The present study investigated the second language (L2) writing development of three Japanese undergraduate students of English as a Foreign Language (EFL) who have repeatedly utilized a university writing center. The student pre-compositions (the text written before attending the writing center) and the post-compositions (the text written after attending the writing center for a year) were compared for fluency, syntactic complexity, lexical diversity, and writing quality. In this study, Words/T (number of words per T-unit) was used to measure fluency, S-nodes/T (number of S-nodes per T-unit) was employed to capture syntactic complexity, and the Guiraud Index was used to determine lexical diversity. Regarding analytic rating, two evaluators with English teaching background evaluated the pre- and the post-compositions without knowing which were written before or after a year of lessons at the writing center, according to an adapted version of English as a Second Language (ESL) Composition Profile. Ten points were assigned for each of the five criteria: content, organization, language, vocabulary, and mechanics. In addition, semi-structured interviews were conducted with the students to obtain supplementary data for interpreting the primary data. The results revealed that the students' L2 writing development varied among individuals. Student A showed improvement in syntactic complexity, but deterioration in fluency and lexical diversity. Student B exhibited increased fluency and syntactic complexity but decreased lexical diversity. Meanwhile, Student C developed fluency and lexical diversity, but not syntactic complexity. The present findings also indicated that individual factors could affect the variation of changes in their L2 writing. Based on the analytic ratings, all three students showed improved post-composition scores. Through the interviews with the students, it was found that the students experienced great improvement in “organization," further indicating that the repeated use of a writing center can foster a positive attitude toward L2 writing.
Cascading Workshop of CIE English 1123- Professional Development for TeachersSara Niazi
This presentation is to cascade the entire content learnt at the professional development workshop held in Islamabad in the year 2016, conducted by the Principal Examiner at Cambridge, Helen Reed Bidder.
2. Collaborative Opportunities
5th Grade Writing
6 &7 English
“Enrichment”
O 3 On-Demand Prompts
O Project Based Learning
(SS)
O Research, plan,
compose, and revise for
a variety of purposes
O Edit for correct use of
language, capitalization,
punctuation, and spelling
O Content-area writing
O Progression charts
developed by the AP/IB
Vertical Team (see
handout)
O Enrichment resources for
teachers
3. Why Write?
O Writing helps students get more actively
engaged in subject matter.
O Writing helps students perform well on
high stakes tests.
O Writing prepares students for involved
active citizenship.
Daniels, H., Zemelman, S., & Steineke, N. (2007). Content-area writing: Every teachers' guide. Portsmouth,
NH: Heinemann
6. Myths About Grading Essays
1. Only full length essays should be graded
and given feedback.
2. My rubric has to be specific to the exact
essay I assign.
3. I have to grade for all elements on the
rubric in each essay.
4. I have to correct all of my students’
grammatical and mechanical errors.
8. #1: Only full length essays should
be graded and given feedback.
O Practice writing skills on
a smaller scale first
O Literary analysis
paragraph BEFORE
a full paper
O Use these small
assignments to make
detailed comments
O Quality over quantity
Poetry Paragraph Journal
*An “A” response consists of the
following:
___ Clear topic sentence stating the main
point of the paragraph
___ Several specific and persuasive
examples from the poem to support the
main point
___ A comprehensive understanding of the
literary element discussed
___ A comprehensive understanding and
explanation of the thought and feeling
expressed in the poem including
subtleties of meaning
___ Correctly formatted quotations and in-
text citations
___ Few grammatical errors; those present
are not distracting
___ Language that is clear, varied, and
concise
___ Varied style and effective tone
9. #2: My rubric has to be specific
to the exact essay I assign.
O Design a rubric with
common categories
that will work for
multiple
assignments
O Teach mini-lessons
on specific features
to help students
improve
Common Categories
C. Appreciation of
Literary Features
D. Presentation
E. Formal Use of
Language
10. #3: I have to grade for all elements
on the rubric in each essay.
Teacher Directed
O Assign a specific
focus for a paper
O Grade only for this
element
Student Directed
O Student self-
assesses his/her
opportunities for
improvement
O Writes with selected
element as primary
focus
11. #4: I have to correct all of my students’
grammatical and mechanical errors.
O Highlight sentences
that you want
students to revise
O Limit the number of
revision sentences
O Encourage students
to use resources to
figure out mistakes
Write the sentence
where the problem
occurs here.
Write the corrected
sentence here.
Circle the
problem(s)
here.
Spelling
Run-on
Clarity
Spelling
Run-on
Clarity
Spelling
Run-on
Clarity
Spelling
Run-on
Clarity
Spelling
Run-on
Clarity
12. What can I do for you?
Sarah Crain
crainse@staffordschools.net