While working at my computer, I heard my officemate, Nadya, sigh. She had a stack of homework papers that she was in the midst of marking, counting points and recording. She told me that she was starting to feel burned out from all the paper work and wondered if I felt the same.
She showed me how she was evaluating her students’ homework. They had written 10 items, and next to each one, she had written points. For example, a 2/2 meant that the student did that item correctly, a ½ meant it wasn’t completely correct, and 0/2 meant it was completely incorrect.
That morning she was in the process of (1) totaling the points, (2) writing a score at the top, and (3) recording the scores in her grade book. She said that she didn’t have time to write anything more specifically about the reason for the points on the students’ papers.
I then showed her a set of papers that I had recently marked. I don’t write points next to each item, but instead, I marked each with green or blue. Then I explained that by doing that, I’m able to specifically reinforce what they did correctly or point out what was incorrect. At the same time, I don’t need to write and record points, which saves me a tremendous amount of time.
Here are samples of our different approaches to marking assignments:
A boy wanted to ask a girl to the school dance, but he was too shy to talk to girls. To help him start to overcome his shyness, one day in a store together, his mom told him to walk up to a female clerk and ask where he could find the toothpaste. If he did that, he’d prove to himself that he could interact successfully with a female who was a total stranger, and he’d be able to see himself moving toward his goal. (From Switch: How to Change Things When Change Is Hard by Chip and Dan Heath.)
I realized that I could apply the principle behind this story to a category of students who seem to be in many of the ESL class that I’ve taught. They are the ones who are feeling discouraged about their seemingly inability to progress in their language-skill development. Many of them have failed the course, and in some cases, more than once.
Some of these learners don’t feel like trying any more.
This can drive a teacher crazy. You remind students to proof-read their paper before turning them in. However, after class, as you read them, you continually see basic grammar mistakes that you are sure they should have been able to have caught.
It’s quite common for ESL students to have a distorted view of their writing skills. They think that they can adequately edit their papers as they are writing, and thus, feel little need to re-read them before turning them in. Little do they realize that a plethora of simple grammar and spelling mistakes on a paper can give the reader/teacher a lower opinion of the students’ skills.
I have found that the following little requirement has greatly transformed students into much more diligent self-editors.
(This posting includes a handout which you are welcome to use with your students.)*
A researcher asked people in a retirement home what they regret. He found that older people regret not the things that they did, but rather the things they didn’t do, for example, never learning to salsa dance, never traveling the world or never learning to play a musical instrument.
That paragraph, from Brain Briefs by Markman and Duke, I think illustrates the importance of examples. Imagine what we’d wonder about had they not included those three examples.
I have found a great improvement in the clarity of my students’ writing and in my enjoyment of reading their papers after they’ve practiced using examples and then applied that tool. I’ve often noticed that they seem liberated by this tool. If they are struggling with how to explain something, they can almost always come up with an example to do it.
In this post, I’ll include:
- Samples of places in a paper where an example would be helpful.
- Samples of how students at different writing-skill levels successfully used examples to explain everything from simple ideas to abstract ones.
- Effective and simple ways for teachers to indicate to students where to include them in their papers and to encourage their use.
- Exercises to help students develop this tool that you can use with your students.