Language for Teachers Task 3

I. Language assignment 3 - Focus on the learner’s written language
For this task, I was assigned to identify and correct errors in a sample of written work from two learners of different levels, as well as to provide appropriate written feedback for the learner´s written work. The analysis of each sample will have both a corrected and an annotated version. The corrected version is intended to demonstrate the capacity to identify and correct every error in written form. Whereas the annotated version, only certain mistakes will be marked and deliberately ignore others, according to the rationale for each sample. At the end of the annotated version, I wrote a Handwritten feedback. For the purpose of the organization of the task, the samples attached will be labeled as: “student 1”. From which, is divided into Appendix A, B, and C according to the task guidelines. As for sample 2 which will be entitled “Student 2” and divided into Appendix D, F, G.

Rationale Annotated Version:
As for both Students´1 and Students´2 sample of the annotated version, I choose to give a Formative feedback. From my research on the topic, several academics agree that formative feedback aims at encouraging the development of students writing and consolidates learning. For that purpose, it has been selected three forms of feedback and/or correction. Firstly a Selective Correction, as it has been proven that attend to all errors is counterproductive, for this writings the correction given in the annotated version will be focused on comprehensibility and frequent errors. As well as, the use of an Error Code. One that follows research, which suggests that: indicating the location and type of error, rather than direct correction, is more effective in stimulating a student response (e.g., Bates et al., 1993; Ferris, 1997). Furthermore, a Written Response to students’ work. Rather than