Powerpoints from talk given at CamTESOL 2013

1. John Blake
Japan Advanced Institute of Science and Technology
51 ways to reduce your
out-of-class marking

2. Overview
• Background – situation, problem
• Method
• Results – 51 practical suggestions
02

3. Background
My situation
• Started in 1999 - Teaching academic writing to
university students in Hong Kong
My problem
• 3 assessments & 3 mocks (500 words each)
• 20 students x 15 classes
• 6 x 300 x 500 words = 900,000 words +
03

4. Method
• Interviewees identified
• Semi-structured informal interviews or
focus groups held
• Suggestions coded by primary purpose
• Coded suggestions categorised
04

5. • 100 experienced teachers of writing
• 80% University / 20% High school
teachers
• In Hong Kong, Japan and Thailand
• Over five years
Method: subjects
05

6. Results
# Purpose
1 Fewer submissions
2 Fewer words
3 Less variation
4 Fewer errors
5 Higher quality submissions
06

7. Results
# Purpose
6 Checking in class time
7 Fewer & shorter comments
8 Harnessing technology
9 Investing time upfront to
reduce time spent later
10 Avoidance
07

8. OPERATIONAL STRATEGIES
1. Fewer submissions
08
• Pair or group work submissions
• Elective and compulsory
submissions
• Set strict deadlines for homework
completion.

9. 2. Fewer words
09
• Strict word or line limits
• Time limits

10. 3. Less variation
10
• Use a template answer form
• Fix font, size, margin & spacing
• Set classes similar tasks

11. 3. Less variation –
example instructions to student
11
You must:
1. Place your name, your student number and the title in the
header (view – header footer)
2. Use the font called Times New Roman, size 12 (go to toolbar)
3. Single-space your essay (Microsoft default)
4. Submit one copy
5. Include the word count (tools – word count) at the end (It
should be between 700-800 words)
6. Staple together the pages of each essay with one staple in
the top left corner. Do not put the essay in a folder, file or
binder.

12. QUALITY CONTROL STRATEGIES
4. Fewer errors
12
• Self check
• Peer check
- e.g. Read aloud
- e.g. Checklist
• Technology check

13. QUALITY CONTROL STRATEGIES
4. Fewer errors – technology check
13
`common error detector ` (Morrall, 2010).

14. 5. Higher quality submissions
14
• Provide models or templates
• Set rewriting tasks
• Half finished translations
• Distribute a hate-list
• Request colour-coded essays.

15. 5. Higher quality submissions –
problem paragraph template
15
Topic Topic sentence The main problem that FFF faces is the difficulty of GGG.
AAA and BBB pose tremendous obstacles.
Elaboration Sub-problem 1 Although AAA is an onerous task, it is not insurmountable.
Description:
Explanation: XXX resulted from AAA
Example: XXX is a case in point
Sub-problem 2 The next hurdle is one which may [verb]
Description:,
Explanation: XXX stems from AAA
Example: For instance, XXX is a case in point
Sub-problem 3 The final challenge is possibly more daunting: VVVing
Description:
Explanation: XXX is caused by AAA
Example: XXX.exemplifies this point.

16. 5. Higher quality submissions –
hate list
16
Hate list items: “someone says…”
• Many people, however, are opposed to the
idea of ________ because…
• Some people however oppose the idea
(of….ing), arguing that ….
• A strong objection to the idea, however, is the
fact that…

17. 5. Higher quality submissions –
colour coded submission
17
The objective of time management is to use our limited time in
a more effective and efficiency way in order to achieve our
goal. As Holden (2009,p.12) states, one of the main
characteristic of time management is to “concentrate on
results, not on being busy.” Some people, who have not well
managed their time, spend their all day time and work very
hard to do just a little and irrelevant things. It may be due to
lack of a well planning and schedules. However, if we know
what we should do in these few hours, how much time we
should spend on this jobs, what is the next tasks we should do,
it probably enhance our working speed and save our time.

18. FEEDBACK STRATEGIES
6. Check in class
18
• Use transparencies and OHP
• Use A3-size paper and walls
• Use projector to display emailed
submissions
• Use class time when students
are busy

19. 7. Fewer and shorter comments
19
• Use a timer
• Only correct key errors
• Only indicate location of error –
line, phrase or word
• Use a correction code

20. 7. Fewer and shorter comments -
examples
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The are three main issue.
The are three main issues.
The are three main issue.
The are three main issue. *
The are three main issue. Ag
The are three main issue. Ag

21. 8. Harness technology
21
• Use track changes
• Use insert comment function
• Use the spike function
• Program autocorrect feature
• Create a JavaScript program

22. 8. Harness technology –
JavaScript program
22
Developed my Andy Morrall at Hong Kong Polytechnic University

23. 8. Harness technology –
JavaScript program
23
EAP Assignment
Au Wai Man, Philip
Department of Applied Mathematics
Grade: D
Content
Relevance:
Your content was of very limited relevance. To improve your ability in this
area you need to work on the following:
• you gave a definition that was unnecessary. Only define things that you
think that your reader will not understand. For more information, see
pages 33 - 54 in 'Academic Writing Course'.
• you contrasted things that are very different. It is only necessary to
contrast things that you think the reader will not know the difference
between. For more information see page 51 in 'Study Writing'.

24. 9. Invest time upfront
24
• Create one task-specific general
feedback sheet for each class
• Create a general feedback video
• Create a general feedback sheet.

25. 9. Invest time upfront –
task specific class feedback
25
Register
There are a number of words which can be classed as
informal. Some examples of these taken from your
assessment are given below. Find suitable formal
replacements for them.
1. Thanks to…….. 2. Now
3. So 4. but
5. more and more 6. very very
7. a lot 8. big

26. 9. Invest time upfront –
general feedback sheet
26
1, 2, 18, 19
3,
4,
6,
5,20, 21
6,
7,8,9,22,23
10,11,12
14,15,16,17
13

27. AVOIDANCE STRATEGIES
10. Avoid marking any way possible
27
• Avoid writing courses
• Give only grade
• Claim submitted work is for
analysis not returning
• Create barriers to collecting
work

28. Any questions?
johnb@jaist.ac.jp