WI Grammar Workshop Handout

Responding to Student Writing: Grammar Workshop Handout

HOW TO HELP STUDENTS TURN IN ERROR-FREE WRITING

Our conversations with students revealed that many never proofread or edit their papers. They had a "print and go" attitude.

But when students are taught how to proofread and when they take the time to do so, they correct many of their own errors. (One study has shown that students can catch 60% of their own errors!)

Here are some ways to help students turn in error-free writing.

1. Pay attention to process

Emphasize to your students that writing is a process with several (recursive) stages: planning, drafting, revising, editing & proofreading. Inform students that they must spend enough time working in each stage to produce a final product that meets both content and language standards. [If a student turns in a final draft that contains too many errors, you can return the paper (un-graded) and allow the student a day or two to correct the errors.]

If you are teaching a WI class or if you want to devote more time to developing students’ writing skills, set aside class time and/or set deadlines for the different stages. For example, you could sequence a writing assignment in this way:

Planning: Students spend 10-15 minutes in class generating ideas for a writing assignment and sharing their ideas with classmates (or with you in a 5-minute conference).

Drafting: Set a draft due date on which students submit a well-developed draft. They receive feedback on the draft from you or a classmate.

Revising: Students use the feedback to revise their drafts.

Proofreading: After revising the content, require that students proofread. This can be done in or out of class. If done out of class, you can ask students to turn in the draft with their editing corrections written on it. If done in class, students can exchange papers or you can put the papers in the front of the room and each student must edit two.

2. Provide proofreading strategies

Require that all students proofread and edit their revised writing assignments. Below are several useful techniques:

Read Aloud

Native speakers have an "ear for language." Capitalize on this by asking students to read their revised draft aloud. Remind students to read exactly what they have written (using a pencil to point at each word or using a blank sheet to reveal one line at a time is helpful). When they stumble, hear a problem, or notice a typo, they can fix it and then continue. After they have made changes and reprinted the piece, students should carefully reread each sentence that they changed.

Start at the end

Proofreading requires close attention to words, sentences, and punctuation marks. When students start proofreading at the end of their piece, they are less likely to get "fooled" by their familiarity with the content. Ask students to proofread the last sentence of their piece first. Then they move to the second-to-the-last sentence, and so on until they have proofread the first sentence.

Find a friend

Nonnative speakers in particular have difficulties writing in standard English. Ask students to find a competent writer to proofread. When students find a friend to help, they should tell their friend to focus on the language instead of the content.

3. Use minimal marking

When students submit their drafts, resist the urge to correct every error. Instead, put the burden on the student. Explain to students that they will find a check ("T") in the margin for each error in that line. Tell students that they are responsible for finding the error and correcting it. Additionally, you can correct one or two representative paragraphs and then use check marks throughout the remainder of the piece.

Some professors will correct every error in one representative paragraph so that students realize how much attention they need to pay to their language.

Alternatively, you can focus on one or two types of errors and demonstrate how to correct them. Require that the student recheck the essay and fix those types of errors.

4. Assign editing logs

Students usually make the same kinds of errors each time they write. Require your students to keep an "Editing Log" in which they record the errors they made on a revised draft. A two-column format works well: one column with the error and the other with the correction and a label (e.g., subject/verb agreement). Before they submit a piece of revised writing, students must proofread their piece for the types of errors listed in the log.

5. Discuss common errors as a class

If students in your class make the same type of error, you can photocopy several examples (from their writing) and distribute them or put them on an overhead. Show students how to identify the error and how to correct it. Tell them to proofread for this type of error on their next paper(s).

6. Have zero tolerance days

If certain errors really bother you, get your students to focus on them by having a Zero Tolerance Day. Before a revised piece of writing is due, tell your students that on the due date it will be "Zero Tolerance Day" for X (e.g., comma errors, fragments, subject/verb agreement, its/it’s and there/their). Students must proofread and they must pay special attention to these types of errors.

7. Arrange in-class editing sessions

Writers are usually better at identifying errors in someone else’s writing than they are at identifying errors in their own writing. After students have revised their drafts, set aside class time for an in-class editing session. Explain to students that the purpose is to proofread and edit a classmate’s draft, not to respond to the content. Give them tips on how to proofread (see above). You can assign students to pairs or you can have students take an essay (or two) from a pile and edit it anonymously.

8. Refer students to campus resources for additional help

Writing Workshop

The English Department offers one-on-one tutoring (free of charge) to all students. Students can sign up for ½ hour appointments by calling 956-7619.

Mānoa Writing Program Homepage

Students can check out links to grammar sites on the MWP homepage "help for writers" page. Alternatively, they can search the web for help with grammar and writing.

Learning Assistance Center

Students who need to develop better reading, study, and time-management skills can attend workshops on campus. [The LAC is undergoing renovation in 00/01, but students can still receive individual help by calling 956-7927 to set up an appointment.]

See also: Writing Matters #4: Overcoming Writing Errors

Mānoa Writing Program · 2545 McCarthy Mall, Bilger Hall 104 · Honolulu, HI 96822 · (808) 956-6660 · mwp@hawaii.edu

© 1997-2009 Mānoa Writing Program, University of Hawai'i

		Responding to Student Writing: Grammar Workshop Handout HOW TO HELP STUDENTS TURN IN ERROR-FREE WRITING Our conversations with students revealed that many never proofread or edit their papers. They had a "print and go" attitude. But when students are taught how to proofread and when they take the time to do so, they correct many of their own errors. (One study has shown that students can catch 60% of their own errors!) Here are some ways to help students turn in error-free writing. 1. Pay attention to process Emphasize to your students that writing is a process with several (recursive) stages: planning, drafting, revising, editing & proofreading. Inform students that they must spend enough time working in each stage to produce a final product that meets both content and language standards. [If a student turns in a final draft that contains too many errors, you can return the paper (un-graded) and allow the student a day or two to correct the errors.] If you are teaching a WI class or if you want to devote more time to developing students’ writing skills, set aside class time and/or set deadlines for the different stages. For example, you could sequence a writing assignment in this way: Planning: Students spend 10-15 minutes in class generating ideas for a writing assignment and sharing their ideas with classmates (or with you in a 5-minute conference). Drafting: Set a draft due date on which students submit a well-developed draft. They receive feedback on the draft from you or a classmate. Revising: Students use the feedback to revise their drafts. Proofreading: After revising the content, require that students proofread. This can be done in or out of class. If done out of class, you can ask students to turn in the draft with their editing corrections written on it. If done in class, students can exchange papers or you can put the papers in the front of the room and each student must edit two. 2. Provide proofreading strategies Require that all students proofread and edit their revised writing assignments. Below are several useful techniques: Read Aloud Native speakers have an "ear for language." Capitalize on this by asking students to read their revised draft aloud. Remind students to read exactly what they have written (using a pencil to point at each word or using a blank sheet to reveal one line at a time is helpful). When they stumble, hear a problem, or notice a typo, they can fix it and then continue. After they have made changes and reprinted the piece, students should carefully reread each sentence that they changed. Start at the end Proofreading requires close attention to words, sentences, and punctuation marks. When students start proofreading at the end of their piece, they are less likely to get "fooled" by their familiarity with the content. Ask students to proofread the last sentence of their piece first. Then they move to the second-to-the-last sentence, and so on until they have proofread the first sentence. Find a friend Nonnative speakers in particular have difficulties writing in standard English. Ask students to find a competent writer to proofread. When students find a friend to help, they should tell their friend to focus on the language instead of the content. 3. Use minimal marking When students submit their drafts, resist the urge to correct every error. Instead, put the burden on the student. Explain to students that they will find a check ("T") in the margin for each error in that line. Tell students that they are responsible for finding the error and correcting it. Additionally, you can correct one or two representative paragraphs and then use check marks throughout the remainder of the piece. Some professors will correct every error in one representative paragraph so that students realize how much attention they need to pay to their language. Alternatively, you can focus on one or two types of errors and demonstrate how to correct them. Require that the student recheck the essay and fix those types of errors. 4. Assign editing logs Students usually make the same kinds of errors each time they write. Require your students to keep an "Editing Log" in which they record the errors they made on a revised draft. A two-column format works well: one column with the error and the other with the correction and a label (e.g., subject/verb agreement). Before they submit a piece of revised writing, students must proofread their piece for the types of errors listed in the log. 5. Discuss common errors as a class If students in your class make the same type of error, you can photocopy several examples (from their writing) and distribute them or put them on an overhead. Show students how to identify the error and how to correct it. Tell them to proofread for this type of error on their next paper(s). 6. Have zero tolerance days If certain errors really bother you, get your students to focus on them by having a Zero Tolerance Day. Before a revised piece of writing is due, tell your students that on the due date it will be "Zero Tolerance Day" for X (e.g., comma errors, fragments, subject/verb agreement, its/it’s and there/their). Students must proofread and they must pay special attention to these types of errors. 7. Arrange in-class editing sessions Writers are usually better at identifying errors in someone else’s writing than they are at identifying errors in their own writing. After students have revised their drafts, set aside class time for an in-class editing session. Explain to students that the purpose is to proofread and edit a classmate’s draft, not to respond to the content. Give them tips on how to proofread (see above). You can assign students to pairs or you can have students take an essay (or two) from a pile and edit it anonymously. 8. Refer students to campus resources for additional help Writing Workshop The English Department offers one-on-one tutoring (free of charge) to all students. Students can sign up for ½ hour appointments by calling 956-7619. Mānoa Writing Program Homepage Students can check out links to grammar sites on the MWP homepage "help for writers" page. Alternatively, they can search the web for help with grammar and writing. Learning Assistance Center Students who need to develop better reading, study, and time-management skills can attend workshops on campus. [The LAC is undergoing renovation in 00/01, but students can still receive individual help by calling 956-7927 to set up an appointment.] See also: Writing Matters #4: Overcoming Writing Errors

Mānoa Writing Program · 2545 McCarthy Mall, Bilger Hall 104 · Honolulu, HI 96822 · (808) 956-6660 · mwp@hawaii.edu
© 1997-2009 Mānoa Writing Program, University of Hawai'i