1. Proof reading

2. You can’t always trust technology!

3. The challenge Essential skills learners are being asked to proof read for newly acquired skills It can be difficult to see your own mistakes Proof reading grows with literacy learning – the more you know, the more there is to proof read for! Proof reading is about effectiveness not just correctness.

4. Ideas can be undermined when proof reading is neglected

5. Two strands Hughes and Schwab suggest separating the ideas of revision and proof reading Revision is about effectiveness: genre conventions, tone and ease of understanding. Proof reading is about technical accuracy: spelling, punctuation and sentence structure. This should remind you of the approach to writing that we have looked at: composition and technical control are two different skill sets. Hughes & Schwab (2010) Teaching Adult Literacy

6. Getting started Learners often need persuading that it is worth the time and effort to proof read. There are lots of resources you can use… http://youtu.be/rlBfnqgnhzw Skillsworkshop – tattoos & spelling

7. Activity Using speech marks and commas create two different meanings for each of the following: That man said my boss should retire. The convict said the judge was mad. Outside the classroom the teacher cried.

8. Ideas for use with learners: 1. Provide the tools At the revision stage allow learners to draw up a set of criteria, related to form, layout and tone (ie, audience and purpose). This should be based on their knowledge of types of texts. At the proof reading stage you could supply a checklist of learning covered so far OR an explanation of the latest piece of learning, so that learners only focus on one specific area Later on in the learning programme, learners could develop their own checklist based on their own common errors Provide dictionaries (books or online) and encourage the use of dictionary apps on their own technology

9. Ideas for use with learners: 2. Provide the scaffolding Collaborative proof reading is a good starting point, and an opportunity to use peer support. It can provide an opportunity for speaking & listening practise (or even observation). Collaborative proof reading works especially well at the revision stage, and often results in reading aloud occurring (even amongst the most reluctant readers!)

11. Ideas for use with learners: 2. Going it alone Learners can often spot errors without being able to correct them – use this as starting point. If learners can highlight errors they can them refer to the tools you have provided to begin to self-correct.

13. Activity In pairs, create an activity or resource for engaging your learners in proof reading. Remember to keep any text that you use appropriate to your learners’ literacy level.