Giving feedback on students’ written work at the United Nations, Geneva Carol Waites, PhD

Transparency 1Cambridge Examinations 2A Common European Framework of Reference for Languages (A1-C2 with can do statements) tro/common_framework.html 3 Association of Language Testers of Europe – ALTE (can do statements – levels 1-5) 4 School education: English National Curriculum - key stages levels 1-8

Comparative table of levels UN levelsEFL levelsCambridge exams CEF – ALTE levels 1-3ElementaryPETA1 - Breakthrough A2 – level 1 4-6Interm.FCEB1 – level 2 B2 – level 3 7AdvancedCAEC1 – level 4 8 / After 8UN LPECPEC1 C2 – level 5 Writing skills Advanced to proficient Post CPEC1 - C2

Teaching mode for levels 1-8: feedback on regular writing assignments Stage 1: S – T Student sends 1 st draft to teacher Stage 2: T - S Teacher uses comments feature in word and sends back with a mark out of 10 and brief summarising comments. Attachment explaining codes and website addresses Stage 3: S - T Student redrafts using any method and resends to teacher. Student inserts any Qs in comments Stage 4: T - S Teacher provides final corrections and comments using track changes

Testing mode for levels 1-8: feedback on regular writing assignments Teacher corrects and fills out evaluation forms modeled on Cambridge testing schemes for up to level 8

Teaching (only) mode for writing skills students: feedback on writing assignments Stage 1: S – T Student sends 1 st draft to teacher. Stage 2: T - S Teacher uses comments feature in word and sends back. Detailed feedback form personalized for each student. Feedback includes codes for grammar errors and style comments. Stage 3: S - T Student redrafts using any method and resends to teacher. Student inserts any Qs in comments Stage 4: T - S Teacher provides final corrections and comments using track changes

Post Proficiency levels Types of errors Writing students: Administrative vs report writers 1Grammatical errors Errors for non-native writers – prepositions, articles, use of present perfect, past perfect Errors for both native and advanced level - uncountable vs countable nouns (eg travel); possessive ‘s; relative clauses – commas; subjunctive ‘that’ clauses 2Errors with style Style – copy typist errors – punctuation, inconsistencies of presentation (capital letters, abbreviations etc) Lack of headings, numbering system – guidelines to help reader Style – native speakers – red flags

Conclusion Transparency invaluable to all Students must redraft to improve Lower levels – Give a mixture of corrections and comments for easier errors Always give a grade for 1 st draft Summarize weak and strong points Higher levels Insist on redrafting Raise awareness by using personalized form Don’t give a grade, but do summarize and 