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Day three tackled the issues of responding to students’ writing
Correction codes /symbols

Peer correction
Teachers do not have to correct all the mistakes in studentsÕ writing. We can use students themselves to correct each other. Students are very happy to help each other, and peer correction can encourage them to be independent of the teacher and learn from each other.

What to correct and what not to correct?
Teachers should not correct every mistake, but should decide what should be corrected based on the purpose of the writing piece and the focus of the lesson. If we correct everything we do not help students see what are the major mistakes and the minor mistakes.

Day three also focussed on generating
marking schemes for writing tests

Tips:
Some Guidelines
for Marking Writing

When marking writing, you should focus on two main areas:

1. Task completion Did the student answer the question/fulfill the task? For example, in a letter to a new friend, a high school student can describe his/her school, talk about when school starts or ends, or describe some activities the students are involved in. So, describing schools, and talking about starting and finishing times are examples of communicative functions. Before marking, analyse the task to see how many functions are needed in the task and allocate marks to each function based on its importance in the task. For example, if describing a student's school is the main function, it should receive more marks than other functions that are less important.

2. Language content includes fluency (is it understandable?) and accuracy, things like: tenses, linking words, spelling, vocabulary, prepositions, etc. Before marking, decide specifically on what language content is important and necessary for the task, list them, and then allocate marks to them according to what is important for the task. For example, a letter that includes describing a student's school as mentioned above must have such language content as simple present tense, vocabulary about schools, and numbers and times.

Make sure that marks are allocated equally to these two areas. If marks are out of ten, there should be 5 marks for Task Completion and 5 marks for Language Content.

For easy marking, design a marking scheme like this:

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