Task 3: Focus on the learner’s written language

Introduction

In this task I have identified and corrected the errors in the sample of written levels and have provided feedback

for the learners. I have done analysis and have provided the rationale for the choices made in the annotated

version and why some errors have been corrected and some not.

Learners’ Profile:

The selected samples of written levels were collected from the students of Grade IV. Both the learners are

aged between 10-11 years and have been learning English for last 3 years. They are not fluent and make

grammatical mistakes in their written and spoken language. However, they are enthusiastic learners who are

willing to share their views on all the topics. Their proficiency in spoken English is average.

Writing Task: The task I asked my learners to write was “My favourite superhero”. This writing task focused

on developing the learners’ own ideas and feelings about their favorite superhero.

(The names of the learners have been changed to protect them)

Writing Sample 1:

Learner’s name: Mohib Ahmed Level : Below Average

Rationale for Correction:

According to Harmer (2004) most students find it very disturbing if they get a piece of written work back and

it is covered in underlining. It is a powerful visual statement of the fact that their written English is terrible.

Furthermore, feedback is widely seen in education as crucial for both encouraging and consolidating learning

(Anderson, 1982, Brophy, 1981, Vygotsky, 1972, cited in Highland and Highland, 2006). It is defined as

‘information that is given to the learner about his or her performance on a learning task, usually with the

objective of improving their performance” (Ur, 1996). I chose to begin my feedback with positive comments

on my learner’s work.

According to Reilly and Reilly (2005), young learners need positive feedback, to have their efforts

praised, and to have their skills recognized.

1
In this sample although the learner was able to express the views about his favourite super hero, but he made

many common mistakes on using wrong words, wrong forms, wrong tenses along with using wrong subject

verb agreement (see appendix 2). He also made mistakes in the spellings and punctuation and missed some

words during the writing.

I have highlighted these language inaccuracies to help him to go through and his mistakes and correct them. I

used correction symbols in order to avoid more use of red ink and to encourage the student to think about what

the mistake is and to correct it himself (see appendix 3). Reflecting on own mistakes empowers the learners

to self learn effectively.

Out of the above mentioned mistakes I have selected to correct the common mistakes of subject verb

agreement, wrong tense, missing words and punctuation in terms of use of full stop and comma. These are the

basic grammar items which the learner at this level should have known well.

I have picked wrong tense because he must know that as he is writing about his favorite hero and is telling to

someone about him/her, he should use present tense. Similarly he missed some words which should have

been there to complete the meaning of the sentences. Another important mistake which he made is of subject

verb agreement. I want him to correct it and to know its importance that without it, the reader can be

confused. Once he will be able to make proper subject verb agreement he will be able to correct the mistakes

of wrong forms which I have ignored to mention to him.

From his sample it is also visible that he has not paid attention towards the importance of punctuation. I have

mentioned him the use of full stop however I have ignored the mistake of capital letters. I believe that once

he will focus on it the mistake of not using capital letter will be corrected itself.

I have ignored some spelling mistakes, use of wrong words, not need words to keep the learner’s interest of

writing.

2
Writing Sample 2:

Learner’s name: Meerab Saleem Level : Average

Rationale for Correction:

Similarly to the previous sample, I chose to start responding to Meerabs’ text through positive feedback rather

than correcting it myself. As Harmer (2004) states that it is vital to be encouraging and helpful rather than

being judgmental. He also states that when we respond to a text, we are not only concerned with the accuracy

of their performance but also with the content and design of their writing.

In terms of language feedback she was able to provide her views about her favortitre superhero. She organized

her writing with the combination of physical features of her superhero along with his qualities. Her sample

shows that she made the mistakes of wrong forms, use of wrong words, wrong prepositions along with few

mistake of wrong tense and punctuations (see appendix 5).

I have focused to correct the mistake of subject verb agreement along with wrong forms, wrong preposition

and use of full stop (see appendix 6). As reported above at this age level it is crucial for the learner to make

sure to have proper subject verb agreement. Dorn (2000) states that the sentences created by words and

phrases are the essential blocks of meaning that allow us to communicate thoughts. If there are not constructed

carefully, they can make reading difficult. He further states that major basic usage and grammar slips in written

English are those associated with verbs. Based on the fact that subject-verb agreement area is very important

to express ideas especially in writing, where non verbal communication is absent, the students really need to

master this rule in order to write effectively.

I also highlighted the forms of verbs and wrong prepositions. She should know that which form of verb should

be used with the subjects. I have ignored some spelling mistakes, use of wrong words, not need words to keep

the learner’s interest of writing.

All this considered I believe that Meerab would benefit from the correction. According to Lewis and Hill

many factors contribute towards the success or failure of the individual language learner and one of the most

important however, is probably the confidence the learner has in his ability to succeed in the task.

3
Bibliography

Dorn, D. (2000). Building Essays: A reader centered writing guide. New Jersey: Prentice Hall

feedback. In Hyland,K. & Hyland,F. Feedback in second language writing (pp.206-224). Cambridge:

Cambridge.

Harmer, J. (2004). The practice of English language teaching. Pearson Education Limited.

Hyland, K. & Hyland, F. (2006). Interpersonal aspects of response: Constructing &interpreting teacher written

Lewis, M. & Hill, J. (1985). Practical Techniques for Language Teaching. LTP

Reillay, J & Reillay, V. (2005) writing with children: Oxford University Press

Ur, P. (1996). A course in language teaching. Cambridge: Cambridge University Press.