I read a really interesting research proposal written by one of our Hebrew teachers.Â Exactly which method of writing instruction works best?
- Explicitly marking each error in a student’s paper.
- Marking a line, indicating an error, but leaving it for the student to identify what the error is.
Which method do you use?Â Which method do you think would help students learn errors and how to correct them?
My colleague’s research focused on improving writing for L2 (second language) students.Â In the case of her students, the L2 is Hebrew.Â I found her proposal intriguing.Â Which method of writing instruction would produce better results?
I personally mark errors.Â I use standard proofreading marks.Â I make notation of subject/verb or pronoun/antecedent agreement issues.Â My students’ papers are often quite marked up by the time I’m done.Â I am interested in finding out if I am doing the best thing for my students.Â In many cases, I find students making the same mistakes over and over, no matter how often I mark them.Â I mentioned this idea to my department head as a potential research project for us next year in English classes.Â I need to locate some research studies.Â This could potentially be publishable.
Any English teachers out there interested in looking at this with me?