The Politics of Correction

Participants will analyze three (3) pieces of one student’s writing and write an approximately 2500 word paper that includes a teacher-created rubric you used to analyze the writing, an analysis of the student’s grammatical and academic strengths and weakness, an evaluation of syntax and organization as reflected in the student’s interlanguage, information about the student’s first language, suggestions for corrections and/ or remediation, and a reflective summary.

The paper should be divided into sections with these headings:

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Cover Page
Abstract
Introduction
Strengths and Weaknesses of ELL’s Grammar and Syntax (local [sentence] level)
Evaluation of ELL’s Organization and Rhetorical Structure (global [essay] level)
Suggestions for Correction and Remediation
Conclusion
References
Appendix A: ELLs Writing (typed, OR handwritten and scanned)
Appendix B: ELLs Writing (with a rubric and your corrections)
Appendix C: ELLs Writing (typed, OR handwritten and scanned)
Appendix D: ELLs Writing (with a rubric and your corrections)
Appendix E: ELLs Writing (typed, OR handwritten and scanned)
Appendix F: ELLs Writing (typed, OR handwritten and scanned)
Explication of the Assignment:
Abstract: The abstract of 120 words or less should be a brief overview of your paper without your conclusions.

Introduction: The introduction should include introductory comments about grammar and ELLs, your student, and the context of your student’s written work. In your introductory comments, you should refer to the Christiansen article (below) and any other pertinent sources about grammar, correction, and ELLs (like DeCapua and Gottlieb & Ernst-Slavit). Some ideas you could discuss in your introduction are your student’s age, native language, country of origin, grade level, number of years/months of studying ESL, and/or his or her proficiency level in writing and speaking. Only add that information if you know it.

In addition, you should discuss the context of the student’s writing sample. For example, tell what the assignment was, what it relates to (a reading, an experience, and so on), and what guidelines or other help the student was given.

Christiansen, L. (2003 ). The politics of correction: How we can nurture students in their writing. The Quarterly, 25(4).

 

Strengths and Weaknesses of ELL’s Grammar: In this section, you should describe the main strengths (good word choice, phrases, and sentences) and the main difficulties the student had on the sentence level, for example, verb tense, subject-verb agreement, articles, and so on. You must give an example of each of the strengths and weaknesses. You should give reasons for the student’s errors or patterns of errors (contrastive analysis). For example, in your student’s native language there may be no present tense of the verb “to be,” so your student may also leave it out in English.

Evaluation of ELL’s Organization and Rhetorical Structure: In this section, you should explain the student’s plan of organization and essay structure, as well as describe its success or failure. You must provide details and examples.

Suggestions for Correction and Remediation: Having noted problems in the student’s writing in the previous sections, in this section you should explain your corrections (and even cite sources for any that you had to look up). Moreover, you should make recommendations for the student’s remediation. In other words, what should you, as the teacher, do to help the student, and what should the student do to help himself or herself?

Conclusion: You should sum up your comments and describe your response to the student’s writing. For example, was it difficult for you to correct the paper? What were your own strengths and weaknesses in the process?

References: Include any sources to which you referred.

Appendix A: ELL’s Writing (in its original form, typed or handwritten and scanned) In other words, make a copy of the student’s writing before you write on it in any way.

Appendix B: ELL’s Writing (with your rubric and corrections) Your corrections may be in the margins, between the lines, or at the end.

Appendix C: ELL’s Writing (in its original form, typed or handwritten and scanned) In other words, make a copy of the student’s writing before you write on it in any way.

Appendix D: ELL’s Writing (with your rubric and corrections) Your corrections may be in the margins, between the lines, or at the end.

Appendix E: ELL’s Writing (in its original form, typed or handwritten and scanned) In other words, make a copy of the student’s writing before you write on it in any way.

Appendix F: ELL’s Writing (with your rubric and corrections) Your corrections may be in the margins, between the lines, or at the end.For more information on The politics of correction check on this :https://en.wikipedia.org/wiki/Political_correctness

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