proposal
TRANSCRIPT
UNIVERSITE DE SHERBROOKE
Faculté d’éducation
Département de pédagogie
B.E.A.L.S.
Providing Feedback to Written Assignments
Work presented to Michelle Paradis and Dominique Hétu
As part of
Professional Essay (INT 400) 41
December 21, 2009
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TABLE OF CONTENTS
INTRODUCTION…………………………………………………………………………..2
CONTEXT…....................…………………………………………………………………..3
LITERATURE REVIEW.......……………………………………………………………....5
METHODOLOGY.........................………………………………………………………....10
POSSIBLE CHALLENGES….……………………………………………………….....…16
CONCLUSION...…………………………………………………………………………....16
REFERENCES…………………………………………………………………................…17
APPENDIX..............................................………………………………………………........18
APPENDIX A – QUESTIONS…….………………………………………………...………19
APPENDIX B - QUESTIONAIRE…………………………………………………….....….20
APPENDIX C- CHECKLIST……………………………………………………….……......22
APPENDIX D – OUTLINE FOR A FIVE-PARAGPRAH TEXT.………………..…….......23
APPENDIX E – HOW TO USE A DICTIONARY………….....………………..………......24
APPENDIX F - SCALE………………………………………..………..…….….………..…25
APPENDIX G – THE MT. MERCURY ADVENTURE.........………......……………….…26APPENDIX H- SELF-EVALUATION QUESTIONAIRE ………………………………….31
APPENDIX I - RUBRIC..…….......………………………………………………………….32
APPENDIX J – MEDIUM RANGE PLANNING…....……………………………………...34
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Providing Feedback to Written Assignments
This is a description of an action-research in progress, which inspires students to write
and use constructive feedback from the teacher to learn from their mistakes. The purpose of
this assignment is to elaborate my action research project proposal in which I describe the
context, develop a review of the literature as well as elaborating on a methodological
approach.
Up until now in my career, I have gained experience while teaching every level from
kindergarten to secondary five. I also had the occasion to teach Intensive English to six
graders, teach in a private school as well as being an animator for group discussions in
college. Ever since I started teaching, I noticed that students do not take into consideration
written corrections on their assignment which is why I am focusing my action research on the
following question: how to provide constructive feedback on ESL students` written
assignments.
Context
I have selected this subject because, at the beginning of my teaching career, my
standards were too high. I quickly learned that when correcting a student’s written
assignment, I should not underline in red every mistake, because when students received their
copy they were disappointed. Another pitfall was that they did not take the time to look at the
mistakes. As a teacher, I would spend time correcting each text and it was upsetting to see that
students did not even take the time to look at the corrections and learn from their mistakes.
Next, I changed my correcting method. I would spend more time looking for what the
students did right and I was working to build on those strengths, rather than pointing to
weaknesses. Of course I was also helping students to improve their weak points but I learned
to share with them what they had done right instead of only telling them what they had done
wrong.
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For my part, this subject interests me greatly because I would like to find a
constructive way to correct assignments and provide meaningful feedback and corrections.
Students have different ways of learning. Some will take the time to read the corrections and
will not make the same mistake twice because they acquired new knowledge and understand
it. Others do not even take the time to look over the corrections. Why should I correct if it is
not meaningful for the students? The impact my corrections have on students is important for
me as a teacher and I would like to take this occasion to research on the subject.
Another dilemma I experienced in correcting mistakes is that I remember correcting a
student frequently who was making the same mistake repetitively. It seems as if even if I
corrected her and taught her using a different method, she never acquired the correction I was
trying to fix. Why do some students learn differently? Why do some take a longer time to find
a proper way to learn and to grasp a grammar concept?
An additional problem I was confronted with regarding written production is the fact
that once a student obtains a satisfying result, he does not think it is necessary to apply
himself when he is asked to write a text. Therefore, his first written production was very well
written, the second one was acceptable and the third one was terrible. He did not take the time
to review his mistakes since his score was satisfying to him.
My action- research is taking place in three elementary schools: Notre-Dame-des-
Bois-Francs, St-Christophe, and Saint-David, which are part of the Commission scolaire des
Bois-Francs in Victoriaville. I have chosen these schools because they offer a regular English
program as well as an Intensive English program. Students for whom English is a second
language are a growing segment in these school populations.
In these schools, there are no typical ESL students. I teach to four hundred and thirty
students from grade one to grade six. They are divided into nineteen groups which I see
between two to three times, for a period of sixty minutes in a cycle of ten days.
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Most students are Canadian-born from francophone families who live in the
surrounding neighborhood. All students have had varied degrees of exposure to their second
language, as well as a wide variety of life experiences and attributes that can significantly
enrich the life of the school and help enhance learning for all students. Some have various
linguistic and cultural backgrounds. Not all require the same types of support. A number of
students may need to complement their early childhood experiences and first languages with
wide ESL support if they are to be successful in the school system.
A few who have immigrated to Victoriaville from Germany, Algeria, Columbia and
the United-States with their families after having received some formal education in their
home countries. In some cases, they have learned English as a foreign language in school.
Given appropriate ESL support, including cultural-bridging experiences, these students
progress well in their new schools.
Some students arrived in Canada as refugees. These students may have received little
or no schooling in their country. They may also have experienced traumatic conditions caused
by political, social, and economic disturbance. In addition to ESL support, these students may
need specialized counseling and literacy training in their first language as well as in French
since it is the main language taught in schools.
A few students have special needs associated with mental challenges, physical
challenges, and behavioral difficulties which do not facilitate their success in their second
language. One student even has a special educator who comes with her in the classroom.
Even if students have different abilities and backgrounds, I will need to motivate all of
them to write. As far as I am concerned, they are not stimulated to write in their second
language whether it is from their parents or English teacher. Therefore, it will be a challenge
for me to get them to write a text but I believe that with the proper tools and motivation they
will succeed. On top of focusing on my action-research question, I will also focus on sub
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questions such as: how to teach students to revise their text and how to motivate students to
write.
Since English is mostly a second language in Quebec, it is hard to expect a well
structured and error free text on behalf of the students. Teaching a second language is a
challenge and learning it is even a greater challenge also. But, in my opinion, students should
start writing in English as soon as in grade one. That way, the quality of texts would be
greater by the end of high school which means after eleven years of English as a second
language.
Literature Review
Writing is a highly valued skill that is often neglected in the ESL classroom. I think
that one reason is that teachers often do not receive adequate training in writing assessment.
Many different methods are used by teachers to evaluate student writing. Which method is the
best? How may teachers provide constructive feedback on ESL students` written
assignments? In this present study various feedback methods are analyzed. I examine
effective and efficient methods to provide feedback according to authors and the preference
between peer feedback, self feedback and teacher feedback. I will also explain the writing
competencies that students need to achieve according to the MELS.
According to Williams, the traditional method used by teachers which is only
correcting the mistakes is not working. Students copy the corrections but do not understand
the mistakes they made. It does not teach students how to recognize or correct errors on their
own. Indicating the presence or types of errors without correction is also ineffective. Many
times the students do not understand why the errors were indicated and guess the corrections
as they rewrite. Both of these methods ask students to focus more on surface errors than on
the clarity of their ideas, and it only stresses the negative.
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Let’s focus on the meaning of feedback for the purpose of this study. What does it
really signify? According to Williams, (2003) “The goal of feedback is to teach skills that
help students improve their writing proficiency to the point where they are cognizant of what
is expected of them as writers and are able to produce it with minimal errors and maximum
clarity.” (Williams, 2003) He also states the difference between feedback on form which is to
indicate by underlining the place and type of error but without correction and feedback on
content which is written comments by teachers on drafts, to point out problems and offer
suggestions. Students are expected to incorporate information from the comments into their
writing.
In order to give effective and efficient feedback, Woodhouse and Page (2006) suggests
the following:
Don’t correct more than a paragraph or two; Give rules or strategies for language errors; Distinguish language issues from comments on the substantive issues about the assignment; Give feedback anonymously to the whole group highlighting common problems, rather than to each individual; Give feedback on aspects that the student requests; Refer for ESL support when necessary. (Woodhouse and Page, 2006)
I will take into consideration these suggestions when I correct and provide feedback.
Williams (2003) believes that two methods work to give appropriate and effective
feedback. The first one is when students receive grammar feedback that indicated the place
but not types of errors. Indirect feedback is more useful than direct correction. The second one
is when students find understanding written feedback problematic. Student-teacher
conferencing is useful to develop strategies for improvement, since direct questions can be
asked and answered right away. (Williams, 2003)
The two previous authors only elaborated on written feedback on the other hand Ferris
and Hedgcock (2004) suppose that “it is safe to assume that some students may have
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problems adequately comprehending oral feedback, even though the conference format allows
them increased opportunities to request clarification.” (Ferris and Hedgcock, 2004, p. 205)
Williams (2003) also states that teachers should consistently use a standard set of
symbols and familiarize students with the system. They should also use a standard set of clear
and direct comments and questions to indicate content feedback. They should also familiarize
students with the types of comments and train them how to make use of the comments.
(Williams, 2003)
Shum, a teacher at the University of Hong Kong in China, performed a study which
“investigated the effects of four different methods used to evaluate Chinese compositions
of senior secondary students in Hong Kong, with a particular interest in examining whether
any one method would result in improving students' attitudes to writing (especially their
willingness to revise) and increasing their writing achievements. ” (Shum, p.1) The first
method is a “detailed evaluation by the teacher”. The second one is an “evaluation by the
teacher using symbolic codes”. The third one is a “peer evaluation by students using a
checklist after students receive some training”. The last one is a “self-evaluation by students
using a checklist.” (Shum, p.2) Shum cited Liu (1985) who used a rather interesting figure of
speech to describe these four methods:
The process of conducting detailed evaluation of composition by teachers is similar to that of teaching a child how to walk. The adult would first demonstrate how to walk to the child. The process of teacher evaluation by using symbolic codes and giving the composition back to the students is similar to that of helping the child to walk by leading him the way. For peer evaluation, it is similar to the process of letting the children walk hand in hand. Self-evaluation by students is similar to the situation when the child learned how to walk on his own, as equivalent to the ultimate goal of training. (Liu, 1985)
Shum’s results “showed that the students in the 'peer evaluation (checklist)' group
performed better in terms of taking the initiative in rewriting, their writing habits and their
recall rate of revising. A post-study questionnaire survey of the students found that they
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generally held a positive attitude toward peer evaluation by checklist. ” (Shum, p.1) However,
Woodhouse and Page (2006) obtained a different result on a similar survey. Apparently,
students “overwhelmingly preferred teacher feedback over peer and self-feedback”
(Woodhouse and Page, 2006, p. 228)
Students also want, according to William (2003), multiple rewrites, student-teacher
conferencing, label mistakes and to make corrections on their own and feedback about the
content. He also provided a list of questions about form, content, comments that teachers
should take into consideration when giving feedback. (Appendix A)
In the school system, students need to achieve a writing competency whether it is at the
primary level or in secondary. At the end of cycle 3, in elementary school, which is grade six,
students are expected to attain competency 3: To write texts. According to the elementary
English as a Second Language Program:
By the end of Cycle Three, students write a variety of well structured texts to fulfill meaningful goals. Supported by peers and the teacher, students make greater and more confident use of compensatory and learning strategies. They produce a text that is pertinent to the instructions given and apply the language conventions targeted for the task. From an open-ended model and available resources, students deliver a personalized final product that shows imagination and creativity, and takes the intended audience into account. (MELS, 2003)
Few are the students who can write a text at the level and hardly any have the ability to revise
their texts using strategies.
In the first cycle in secondary, students need to achieve competency 3: Writes and
produces texts. According to the Secondary Cycle One ESL programs:
By the end of Secondary Cycle One, students write and produce popular, literary and information-based texts that represent their increased proficiency and their emerging personal style. In order to write/produce an effective, well-structured text, they use and adapt personalized writing and production processes to the task at hand with increased ease…. They write/ produce a well formulated text that is easily understood. They request, provide and integrate feedback from peers and teachers on a regular basis….Students reflect regularly on
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their successes and challenges and make appropriate adjustments for their continued language development. (MELS, 2003)
Even if students are expected to accomplish all that, it is not everyone who does.
In the second cycle in secondary, students need to perform the same competency as in
cycle one. According to the Secondary Cycle Two ESL programs:
By the end of Secondary Cycle Two, students have developed a positive attitude towards writing and producing texts in English. With some support from the teacher and peers, they use and adapt the writing and production processes to suit the task. They persevere, even when faced with challenges, and take risks with language. Students cooperate and are open to other viewpoints during the writing and production processes. (MELS, 2003)
These outcomes are not realistic for some students.
According to the British Columbia ministry of education, experienced teachers have
found that ESL students make better, faster, progress in the long run if they are given
sufficient time to absorb new input and are not pressured to complete work or meet the usual
age-level performance expectations right away.
Most of the frequently used and relied on methods of teacher feedback on written
assignments are ineffective when it comes to developing writing skills. Although students
tend to have greater confidence in teachers' evaluations and, in opposition, tend to have
doubts about their classmates' feedback, peer evaluation can encourage students to revise and
improve students' writing habits. Moreover, teachers need to familiarise and train students in
how to effectively use the feedback in order to make gains in their proficiency and
competence as English writers.
Methodology
The purpose of my action research is to bring students to consider the teacher’s
feedback on their written assignments. I am focusing on students in grade six since I do not
think the other levels produce a sufficient amount of texts for me to elaborate my project. The
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objectives of my action research are to find appropriate ways of correcting texts and providing
feedback to students in order to answer the question: how to provide effective feedback to
ESL students’ written assignments?
Given that students in cycle three have targeted competencies to achieve. I am
focusing my action research on competency 3. They will also develop other competencies as I
elaborate my action-research. In addition, they will develop many cross-curricular
competencies such as to use creativity, to adopt effective work methods, to cooperate with
others and to communicate appropriately. Moreover they will use strategies like cooperation,
self-monitoring, use of prior knowledge and using resources.
My action-research will take place during a period of many months from
approximately January to March. During those months, I am planning to ask grade six
students to write three texts on various subjects. I will use different methods to correct their
written assignments. Following that, I will compile the results and compare the texts in order
to see which of my methods will have been more constructive for students. I will also ask
students to fill out a questionnaire. (Appendix B)
Before teaching students how to write a text, I will talk to the students’ French teacher,
Stéphane Lemieux, to see which steps they have learned to use for writing. Students can
transfer their prior knowledge and apply it in their writing process.
First of all, I will teach students the steps they should follow in order to write a text. I
will provide them with a checklist with all the following aspects to focus on, as demonstrated
in appendix C. The first step is to prepare to write. Students need to think of the instructions;
take out the resources they need such as books, dictionaries, bank of expressions and more;
look a the model provided by the teacher, write down ideas which is brainstorming and then
put them in order in an outline. Refer to appendix D to see an outline students will need to
complete. The second step is to write a draft. Students need to look at the model again,
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follow the instructions, use their ideas, write short sentences in English with a subject, verb
and object; use the vocabulary and expressions known; and if they have any problems they
need to ask for help. The third step is to revise the text. Students need to ask themselves
questions such as: ``did I follow the instructions? Did I follow the model? Are my ideas
original? `` Afterwards, they need to check the spelling, the word order and punctuation with
the resources they have as well as with a friend. The last step is to write the final copy of the
text. Students need to ask themselves questions such as: Is it ok? Is it neat? Is it easy to read?
Next, I will teach them how to decide their layout which consists of five paragraphs:
an introduction which includes roughly three sentences. It should contain two sentences about
the topic and one thesis sentence. What are you going to write about in your text? A body or
development of three paragraphs of more or less five sentences each. To complete your text,
you need a conclusion which holds around three sentences. It should rephrase the question,
summarize the main ideas, give your opinion, if you have not given it already and look to the
future by saying what will happen if the situation continues or change. All this needs to be
done in just three sentences! The conclusion is the end of the text and it is the part that the
reader may remember the most. It should be clear, and avoid confusing the reader which is
why you should never add new information. Each sentence should have an average of about
12 words each, which makes a text of about 252 words. It might seem like a big amount of
words but in my experience, with intensive English grade 6 students, most of them could
write long texts without any difficulties. There was only two or three who were struggling to
attain that quantity of words.
Secondly, I will explain to them how to revise and correct their work and remind them
about the sentence structure. I will give them strategies to edit and proofread their text such
as: correcting vocabulary errors, correcting grammar errors, correcting punctuation, and
capitalization and editing to improve style. I will also show them how to look up words in the
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dictionary since a lot of them are not sure which word to take when they want to translate a
word. (Appendix E)
Thirdly, I will show them the grading scale I will use which is the same one the Mels
provides to teachers for the correction of their ministry exams. I have decided to use that scale
because I find it easy to use and straightforward. It allows me to be equal with all the
students’ texts. As you will see in appendix F, the scale is divided in three sections. Once I
read a text, I read the first question in the scale and answer it. As you will see, they are all yes
and no questions that allows the teacher to answer easily without too much questioning. Once
all the questions are answered, a level is given to the text.
Fourthly, I will give them a subject and precisions such as the number of words and
the amount of time they have to complete their text. For the strong students, I would increase
the amount of words that is required. I would explain to them that since they are strong, they
have the ability to create a text of a greater length. According to my experience, students who
are strong enjoy writing and do not mind to submit a bigger amount of words. It allows them
to express their ideas with a rich variety of words. For the weaker one, I will propose to them
to come to remedial English either at lunch time or after school in order to finish their text. I
will also be more present for them since writing is hard for them.
Given that I am planning to make students write a few texts, many subjects will be
given to students such as: The Mount Mercury Adventure, What would you do if you won 9
million dollars? What will you do during the summer?
For the first subject, students need to write a narrative text in groups. Students are
guided throughout a process to stimulate their imagination. The Mount Mercury Adventure is
a writing project where students create a narrative based on a very simple structure. This came
to me as an idea to help students realize they can report past events.
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To start with, I will teach target language such as: in the beginning, first, next, after
that, afterward, while, as, before long, finally, in the end. After, I will review the past tense:
simple past and/or past perfect as well as adjectives.
The written project requires at least 4 or 5 lessons. It gives the time to the students to
process the information and make changes. It also allows them to rewrite their story and
correct it.
The materials needed for each group are: a model of a story, a map, a hero sheet, an
obstacle sheet, and a story board. All the materials are available in appendix G.
Here is a description of the planning step by step. First of all, have the students read an
example of a story. Give one map to each group of students as well as a hero and obstacle
sheet. Explain that they are going to create a story using this map as a guideline. First, choose
and give your hero a name. Give names to any other characters. Second, decide upon a reason
for him/her to be going to Mt. Gold. Explain that on the way to Mt. Mercury their hero will
have 3 major obstacles. Discuss some possibilities as a class (giant spider attack, giants from
the mountains, a lake of fire, a waterfall and more). Have the groups decide upon 3 obstacles
from the discussion period or on their own. Have the students begin creating their storyboard.
Let the students begin elaborating on the events and creating their story. When they get to the
temple at Mt. Mercury they can bring the story to any conclusion they want. Once completed,
review the target language and ask students to go back and try to improve the flow of the
story. Have the students add ten adjectives or adverbs to their story. Ask students to type their
story on the computer and use the correction tools provided but teach them how to be critical
of Spelling & Grammar check on Microsoft Word or on translation websites. Recommend
them to use online dictionary. Ask them to insert pictures related to the story. Ask them to
print their story, read it, correct it, and hand it in. While correcting, I will underline the
mistakes and ask them to correct it and bring the modifications to their story on the computer.
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As a follow up, have the students tell their story to the class using their storyboard.
This makes the writing project more communicative, post their stories in the classroom if
possible and have the students read their story to younger students.
For the second and last subject, students need to write texts individually. In both of
them, they need to use the future tense to write which is why I will review the tense with the
students prior to the writing. The subject will be written on the board and students will be
guided toward the writing process taught previously.
Once they are completed their writing process, I will ask students to fill out a self-
evaluation (appendix H). Answering these questions allows students to reflect on their
performance. Questions 1 and 2 ask students to evaluate successful and unsuccessful aspects
of their papers. Both of these questions seek to uncover students` developing awareness of
their intentions and to ascertain how accurately and specifically they are able to explain these
intentions. Questions 3 and 4 ask students what aspects of writing the paper were easier and
more difficult. I believe these two questions prompt students to think about changes that may
be occurring in their composing processes. I do not expect that students` responses will show
steady growth; on the contrary, I assume that changes in composing will only be inferable
over an extended period of time.
The correction methods that will be used are the following: first of all, as the students
will be writing, I will read parts of their writing and give immediate feedback to the students.
After doing that, I will correct students’ text using a rubric (appendix I). While using this
rubric, I will correct every mistake with a red pen. I will also label the characteristics of
students writing skills using a rubric such as in appendix I. While correcting, I will gather
mistakes that are made often by many students and bring it to the attention of the class. This
way, other students can benefit from it and learn from others mistakes. After that, I will hand
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them back their text and give them time to read and reflect on their results and mistakes. I
could also ask them to rewrite their text and include the corrections that were made.
Since students are expected to write two texts individually, I will ask them to refer to
their first text done individually while they will be correcting their second text. I think this
method will allow them to recognize their mistakes and not reproduce them. At least, it is the
goal I am hoping to attain. In other words, they will have a corrected text as a resource to
follow. For the second text, my correction method will vary since I will only underline the
mistakes and then ask students to correct them. I am also considering other methods such as
to use abbreviations while correcting to let students know which type of mistakes they made.
But, I believe this method might be too difficult for grade six students to understand.
My medium range planning is available in appendix J. It divides my action-research
process in ten classes. It is an approximation of what I will do with students and modifications
might occur.
The students’ texts will provide information to be shared. For that reason, the texts
will be put in the students’ portfolios in order for parents to see them during parent-teacher
night and for students to refer to them when needed.
Possible Challenges
Since I am correcting all the mistakes one of my hypotheses is that it might be
confusing for students. I should possibly focus on one, two, or three main errors and correct
only those. I could also let the students know which grammar point I will be correcting.
Therefore, they can pay attention to that grammar point when they are writing. Using this
method, won’t penalize students for other mistakes they do apart from the grammar point
demanded.
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The potential challenges and complications could be the fact that I am not doing my
action-research with the appropriate level since students in elementary are not expected to
create a big amount of texts. Therefore, I believe it would be useful for me to pursue my
research in high school eventually during my career. Once I will start gathering texts from
students, maybe I will realize that my project is too big and not realistic. I am ready and open
to change and to adapt my action-research if I experience any problems. As a matter of fact, I
am possibly going to ask the students to write letters instead of texts since they will have
penpals.
As I perform my action-research, I will keep in mind that error correction should be
helpful and lead to better learning, not become a huge burden on the students and I. I view
error correction as a necessary and important part of student learning, not just testing.
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References
British Columbia Ministry of Education (1999). English as a Second Language Learners : A
Guide for Classroom Teachers. Special Programs Branch.
Dana R. Ferris & John S. Hedgcock. (2004) Teaching ESL Composition: Purpose,
Process, and Practice. Lawrence Erlbaum Associates. Mahwah, NJ. Publication.
Gouvernement du Québec (2003). The elementary English as a Second Language (ESL)
Program. Programme de formation de l’école québécoise. Québec : Ministère de
l’Éducation, du Loisir et du Sport. 351-362.
Gouvernement du Québec (2003). Secondary Cycle One ESL programs: Core ESL and
Enriched ESL. Programme de formation de l’école québécoise. Québec : Ministère de
l’Éducation, du Loisir et du Sport. 579-631.
Gouvernement du Québec (2003). Secondary Cycle Two ESL programs: Core and Enriched.
Programme de formation de l’école québécoise. Québec : Ministère de l’Éducation, du
Loisir et du Sport. 1-56.
Shum, K. E. Mark. Effects of Four Methods of Evaluation of Chinese Composition in
Hong Kong Secondary Schools. Peer checklist at a closer look. The University of
Hong Kong, China.
Williams, G. Jason. (2003). Providing Feedback on ESL Students` Written Assignments.
Retrieve September 7, 2009, from http://iteslj.org/Techniques/Williams-
Feedback.html
Woodhouse, Ros & Page Joan. (2006). Strategies for Assessing and Giving Feedback to ESL
Learners. Retrieve September 29, 2009, from http://www.yorku.ca /cst/faculty/nfty/
resources/nfty_assessment-esl.ppt#1
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Appendix
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Appendix A
General questions1. Is the feedback consistent with the goals of the course?2. Is the feedback consistent with the goals of the assignment?
Form1. Is the feedback clear and easy for the students to understand?2. Did I use the system and symbols that I made the students aware of?3. Will the student know what to do with the feedback?
Content1. Is the feedback clear and easy for the students to see and understand?2. Did I use the system and symbols that I made the students aware of?3. Have I made only negative comments or did I also add some praise?
Comments for feedback on content1. I like this very much.2. This is a good example.3. Tell me more about this.4. Can you think of another example?5. Do you have a personal example about this?6. Can you make this clearer?7. Can you think of another way to say this?8. Why did you think so?9. Is this paragraph complete?10. Do you think this is necessary? Why or why not?11. Should this paragraph be divided?12. Is your thesis clear?13. Are your topic sentences clear?14. You are repeating yourself here.15. I am not sure what you mean.
(Williams, 2003)
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Appendix B
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Appendix C
Put a check mark in the circle
Checklist : I write Texts1. I prepare to write
o I think of the instructions.o I take out the resources I need. (My books, my dictionary, my bank of
expressions…)o I look at the model.o I write down ideas in English.o I put them in order.
2. I write a draft.
o I look at the model again.o I follow the instructions.o I use my ideas.o I write short sentences in English. (Subject / Verb / Object)o I use the vocabulary and expressions I know.o If I have a problem:
I ask for help.
3. I revise my text.
o Did I follow the instructions?o Did I follow the model?o Are my ideas original?o I check the spelling, the word order and punctuation with the resources I have.o I ask a friend to revise my text.
I correct my text.
4. I write my final text.
o Is it OK?o Is it neat?o Is it easy to read?
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Appendix D
Outline for a five-paragraph text
Title: ___________________________
I. Introduction
A. Introductory statement
B. Thesis statement: _______________________________________________
II. Body
A. First supporting idea
1. ___________________________________________________________
2. ___________________________________________________________
3. ___________________________________________________________
III. Conclusion
A. Closing statement
B. Restate thesis: _________________________________________________
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Appendix E
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Appendix F
Scale
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Appendix G
The Mt. Mercury Adventure 1. Our hero’s name:
2. What are the hero’s physical characteristics and character traits?
Physical characteristics Character Traits
3. Why is he/she going to Mt. Mercury? : _____________________________________________________
4. On his/her way to Mt. Mercury the hero comes upon 3 major obstacles. What are the names of the 3 obstacles that the hero encounters?
Obstacle 1 Obstacle 2 Obstacle 3
_______________ _______________ _______________
The Storyboard:
Introduction
Obstacle one: (How does the hero get out of the situation?)
Obstacle two: (How does the hero get out of the situation?)
Obstacle three: (How does the hero get out of the situation?)
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Conclusion
The Mount Mercury Adventure
Once upon a time there was a man. His name was Achilles. He was tall and strong. He had long blond hair. He had green eyes. He wore an armor, an axe, a bow with arrows, a sword and a shield. Achilles went to Mount Mercury because he wanted to save his princess
Achilles left for Mount Mercury. He found a maze. He met a Minotaur. He killed the Minotaur and then found the exit.
He walked towards the mountain. He climbed up the mountain. He saw a dragon of ice; he got his sword out, and attacked the dragon of ice. The dragon of ice froze his sword. Then he got his axe out and threw the axe in the dragon’s neck. The dragon collapsed. The dragon of ice was dead.
He continued his way and he found a troll archer, he continued his way and there was an ambush by the smurfs. Achilles and his troll arrived in front of an army of smurfs. He set his bow with magic arrows. He shot the magic arrows and the smurfs died.
He continued his way and found a magic potion. He put it in his bag. Suddenly he saw the magnificent lost city of smurfs.
The two guards of the lost city blocked the way. Achilles got out his axe and he fought. He killed them easily. He went back in the lost city. He climbed the stairs. The king of smurfs left lost city and Achilles found the princess. Achilles freed the princess. He went back to his castle.
THE END
Corentin, Théo, Jérôme and Hugo wrote this story.
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Appendix H
Self-Evaluation Questionnaire
1. List the most successful actions you did in writing this story. List the things that a reader will think are successful.
2. List the things you were unable to do in this paper that would have made it more successful.
3. In the process of writing this paper, what aspects were easier than when you have written previous papers?
4. In the process of writing this paper, what aspects were more difficult than when you have written previous papers?
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Appendix I
Rubric for Text Evaluation
1 2 3 4Visual * There was no
evidence of relation between the writing and the subject.
There was little evidence of links between the text and the subject.
There was some pertinent evidence of the connection between the text and the subject.
There was clear and concrete evidence of understanding of the text and the subject.
Quality of writing
The text is written in poor English and needs to be re-written.
The writing is difficult to understand.
The text has many interesting things in it. The writing is understandable, but there are some places where it may be hard to understand.
The text is interesting to read and holds the attention. Writing is simple, clear, direct, and in an active voice. It is well structured and there is a logical flow.
Details There is a variety of supporting information, much of which is useful, adds interest and contributes to an understanding of the text's main idea. Some of the information may not seem to fit or doesn't seem to make any important contribution.
There is a rich variety of relevant supporting information that is useful, adds interest and contributes to an understanding of the text's main idea.
*Visual aids are required in the first story students will write.
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Characteristics of Students Writing Skills
Focus: writingEmerging ¥ uses single words, pictures, and patterned phrases
¥ copies from a model¥ exhibits little awareness of spelling, capitalization, or punctuation
Beginning ¥ writes predominantly phrases and patterned or simple sentences¥ uses limited or repetitious vocabulary¥ uses temporary (phonetic) spelling
Developing ¥ writes in present tense and simple sentences; has difficulty with subject-verbagreement; run-on sentences are common¥ uses high-frequency words; may have difficulty with word order; omits endings or words¥ uses some capitalization, punctuation, and transitional spelling; errors often interfere with meaning
Expanding ¥ able to write an entire paragraph¥ writing exhibits inconsistent use of a variety of verb tenses, subject verb agreement errors, and limited use of transitions, articles, and prepositions¥ vocabulary is appropriate to purpose, but sometimes awkward¥ uses punctuation, capitalization, and mostly conventional spelling; errorssometimes interfere with meaning
Proficient ¥ writes multiple paragraphs, as necessary ¥ is generally able to present a main idea with supporting detail¥ uses appropriate verb tenses; errors in sentence structure do not detract frommeaning¥ uses varied vocabulary appropriate fro the purpose¥ makes few mechanical errors (errors of spelling, punctuation, and capitalization) and seldom any that detract from meaning
Independent ¥ Writes for enjoyment¥ Writes and completes a wide variety of texts¥ responds personally and critically to texts¥ matches a wide variety of writing strategies to purpose
Fluent ¥ writes single or multiple paragraphs with a clear introduction, fully developed ideas, appropriate transitions, and a conclusion¥ uses appropriate verb tenses and varied sentence structures¥ uses varied, precise vocabulary¥ makes only occasional mechanical errors, none of which detract from meaning
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Appendix J
School: Notre-Dame-des-Bois-Francs, St-Christophe, and Saint-David
Dates covered by this plan: January to March
Pedagogical context Subject: English second language, regular groupCycle & Grade: Elementary cycle 3, grade 6School Board: Commission scolaire des Bois-Francs
Group characteristics. Group 610: 26 studentsHomeroom teacher: Stéphane Lemieux
2 students have an attention deficit 5 students are enriched in English 1 student is bilingual 6 students are weak in English 1 student speaks only Spanish
Themes - Writing process- Revising and correcting- Narrative Text- Simple future- What will you do if you won 9 million dollars? - What will you do during the summer?
Lesson 1
Theme:
Writing process
Objective:Introduce the writing process and layout they should follow.
Disciplinary competencies:-Reinvests understanding of texts
Cross-curricular competencies:- Adopt effective work methods - Uses information
Methods & activities:Lecture about the steps to follow in order to write a text.
Material: Checklist: I write TextsOutline for a five-paragraph text
Evaluation: - Observations- Read Outline
Link to next lesson:Steps to write a text.
Lesson 2
Theme:
Revising and correcting
Objective:Give techniques on how to revise and correct a text.
Disciplinary competencies:-Reinvests understanding of texts
Cross-curricular competencies:- Adopt effective work methods - Uses information
Methods & activities:Lecture about strategies to edit and proofread. Show students how to find the translation of a word in a bilingual dictionary.
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Material:Dictionaries
Evaluation:- Observations- Correct the activities
Link to next lesson:Steps to write a text.
Lesson 3
Theme:
Narrative Text
Objective:Introduce The Mount Mercury Adventure.
Disciplinary competencies:-Reinvests understanding of texts-Writes and produces texts
Cross-curricular competencies:- Adopt effective work methods- Uses information- Achieves his potential- To solve problems
Methods & activities:Lecture and activities to motivate students to write.
Material:Handouts
Evaluation:- Observations- Direct feedback
Link to next lesson:Introduction of a writing activity.
Lesson 4
Theme:
Narrative Text
Objective:Give time to students to write their stories.
Disciplinary competencies:-Reinvests understanding of texts-Writes and produces texts
Cross-curricular competencies:- Adopt effective work methods
Methods & activities:Students write with their partner. They have access to tools in order to help them in their writing process.
Material:Handouts previously givenDictionary
Evaluation:-Observation-Provide direct feedback
Link to next lesson:The writing process continues
Lesson 5
Theme:
Narrative Text
Objective:Give time to students to write their stories.
Disciplinary competencies:-Reinvests understanding of texts-Writes and produces texts
Cross-curricular competencies:- Adopt effective work methods
Methods & activities:Students write with their partner. They have access to tools in order to help them in their writing process.
Material:Handouts previously givenDictionary
Evaluation:-Observation-Provide direct feedback-Correct texts
Link to next lesson:Give corrected texts
Lesson 6
Theme:
Simple future
Objective:Introduce the base form of the simple future ‘’will’’ and ‘’be going to’’ and the negative form and the contracted form of the future.
Disciplinary competencies:-Interacts orally in English-Reinvests understanding of texts-Writes and produces texts
Methods & activities:
Lecture about the verb tense simple future
Activity Book ‘’Kick Off’’ chapter 3.
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Cross-curricular competencies:- Adopt effective work methods - Uses information- To cooperate with others- Communicates appropriately- Achieves his potential
Material
Activity Book ‘’Kick Off’’ chapter 3.
Evaluation:- Observations- Activity Book correction
Link to the next lesson where the correction of the chapter 3 will be done.
Lesson 7
Theme:
What will you do if you won 9 million dollars?
Objective:Write a text.Get the students to write using the future tense.
Disciplinary competencies:-Writes and produces texts
Cross-curricular competencies:- Adopt effective work methods- Uses information- Uses creativity- Achieves his potential
Methods & activities:
Introduce them the subject.
Give instructions.
Guide them through their brainstorming.
MaterialDictionary
Evaluation- Provide direct feedback
Link to next lessonOverview of mistakes done and give back corrected texts.
Lesson 8
Theme:
What will you do if you won 9 million dollars?
Objective:Writing continues
Disciplinary competencies:-Writes and produces texts
Cross-curricular competencies:- Adopt effective work methods- Uses information- Uses creativity- Achieves his potential
Methods & activities:
Provide a quite classroom in which students can concentrate.
Material:Dictionary
Evaluation:Correct texts and provide feedback
Link to next lesson:Students will receive their corrected texts and continue their writing process.
Lesson 9
Theme:
What will you do during the summer?
Objective:Write a text.Get the students to write using the future tense.
Disciplinary competencies:-Writes and produces texts
Cross-curricular competencies:- Adopt effective work methods- Uses information- Uses creativity- Achieves his potential
Methods & activities:
Introduce them the subject.
Give instructions.
Guide them through their brainstorming.
MaterialDictionaryText
EvaluationCorrect texts and provide feedback
Link to next lessonOverview of mistakes done and give back corrected texts.
Lesson 10 Objective:Writing continues
Methods & activities:
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Theme:
What will you do during the summer?
Disciplinary competencies:-Writes and produces texts
Cross-curricular competencies:- Adopt effective work methods- Uses information- Uses creativity- Achieves his potential
Provide a quite classroom in which students can concentrate.
Material:Dictionary
Evaluation:Correct texts and provide feedback
Link to next lesson:Students will receive their corrected texts.