Spain : Mistakes, Errors, and Blank Checks  

Oleh:

Porte, Graeme K.

Jenis: Article from Bulletin/Magazine
Dalam koleksi: ENGLISH TEACHING FORUM (http://exchanges.state.gov/englishteaching/forum/archives.html) vol. 31 no. 1 (Jan. 1993), page 42-43.
Topik: Error analysis; mistakes; errors; blank checks
Fulltext: Mistakes, Erors, and Blank Check.pdf (63.69KB)

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Perpustakaan Pusat (Semanggi) Nomor Panggil: EE34.7 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Pit Corder’s (1974) distinction between what is a mistake and what is an error has serious implications for the teaching of writing. Many of our students are unaware of the difference between the two or, if they are made to see the distinction, are unable to apply the effects to their writing. Many methods of giving feedback on writing have tended to concentrate on teacher - initiated correction with the inevitable display of “codes” that aim to point students in the direction of their error or mistake by commenting in margins (Cane and Cane 1990) or, more recently, by colour - coding (Gwin 1991). The results of such systems are often less than satisfactory, with the teacher spending more time dealing with “the surface features of spelling, punctuation and handwriting” (Martin et al. 1976) than is either useful or desirable. Approaching marking in such a way, coupled with the EFL / ESL teachers’ customary professionalism, many would find themselves wishing to spend more and more time with each student’s problems, providing more exhaustive feedback. As Gwin (1991) points out, “I insist that compositions be double spaced . . . to give me plenty of room to write comments.” Whilst such attention to detail is laudable, I cannot help but feel that the already overworked school or university teacher simply has not got the time to devote to such painstaking marking. Indeed, I suggest in this article that such overweighted attention to one area of the written script can lead to the teacher correcting according to his or her own list of prescribed priorities rather than those of the students’ needs.

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