Assessment 2: Error Analysis Task

For this task, you are asked to contact, and request a written essay from, an ESL student at the age
and level that you are likely to teach in the future; then, perform an analysis of this student's essay
for the purpose of diagnosing what his/her learning needs are; and finally, meet again with the
student to give them feedack and instruction ased on the essay! "our ultimate task is to write a
paper in which you e#plain the process you followed, how you performed your analysis $why you
chose the errors you chose, and how you analy%ed them&, how you e#plained these forms to the
student, how they performed on the e#ercise/s or activity/ies which you developed to help this
student improve his/her aility to use this form, and the insights you gained from the entire
e#perience!
'rovided with these instructions is a sample of ESL student writing which contains a numer of
le#ical and grammatical errors! ()*E+ ,lthough there are also other types of errors in this essay
$spelling, essay organi%ation, punctuation, etc!&, the focus of your response on this assignment
should e on this student's le#ical and grammatical errors only!
Specific Steps to Follow:
-! Identify and contact an ESL student; determine the students L2 Enlish le!el; find
out some information a"out them; o"tain a writin sample from them: Find an ESL
student $preferaly someone at an age and level you intend to teach in the future.& and ask if
they would permit you to work with them for a session or two on their writing! /etermine the
student0s overall English language level y providing evidence from any of the following
sources+ -& a standards1ased language assessment like the *)EFL, ("SESL,*, L,213,
2ES* or other test they have taken; 4& the grade or ESL level of the class they are in; 5& the
6udgment of the student0s teacher; 7& specific qualities you notice in the student0s oral and/or
written language! 2e aware of various issues of assessment such as linguistic, cultural, or
political ias and any possile special education needs or accommodations that might need to e
taken into consideration; address how they may influence your ESL student0s test results
compared to his or her actual aility, ased on the information you have from multiple sources
#TES$L Standard %a&'
,sk the student to let you have a sample of an essay they have written in English $or, if you
know the teacher, s/he may e ale to provide you with a writing sample&! 8f necessary, give
the student a topic to write aout $see elow for some suggestions& and ask them to write on
that topic for 591:9 minutes! E#plain that you would like to analy%e the essay, and then you
would like to meet with them again to give them some feedack on its vocaulary and
grammar, and to e#plain these things and provide some practice in the areas in which they need
additional help! ()*E+ Since the focus is on identifying grammatical and le#ical errors in
writing, in eliciting this writing sample it will e important that you otain as long a writing
sample as they are ale to produce, within reason! *hus, it will e important to find an ESL
student at least proficient enough in English that they can provide you with a significant
amount of writing, optimally, aout - $handwritten& page in length! 2eginning students or very
young children $elow 4
nd
grade& would ()* e suitale candidates for this assignment! Short
written answers to a list of individual questions also are ()* appropriate for this assignment!
4! Analy(e the writin sample: )nce you receive the writing sample, make a #ero# of it
$lock out the student0s name&, and also type up the essay, taking care to preserve e)actly the
spelling, word choice, punctuation, and grammar from the student0s original essay! *hen
analy%e it, focusing only on those areas of their language use that we have studied in our class!
*$TE+ ,lthough it is likely that they will have other types of errors in their essays, 'LE,SE
/) ()* F);<S on errors in spelling, punctuation, essay organi%ation, articles/determiners,
relative clauses, homophones, prepositions, etc! for this assignment=they are either unrelated
to this course, or we haven0t studied them in this class! *hen, analy%e their le#ical and
grammatical errors as follows+
+art A: Le)ical Errors #TES$L Standard ,a&
8dentify 5 le#ical errors that you find in this essay! *hese may include any of the following+
> 8ncorrect ?ord ;hoice/<nderstanding of Semantic Features+ ;hoice of words used in a
conte#t where a different word $with a slightly different meaning& would e more
appropriate
> 8ncorrect Selectional/Syntactic Features+ ?ords used without understanding the
syntactic requirements for using that word or incorrect accompanying
morphological forms
> 8ncorrect ;ollocation+ @ocaulary used with other words that do not normally co1occur
$and which cannot e e#plained grammatically&
+art -: .rammatical Errors #TES$L Standard ,a&
8dentify 5 grammatical errors from the essay that you feel are the most serious! *he grammar
points you choose should e structures that we will have studied aout in our class y the end
of the semester! $/on0t worry aout any other ones we haven0t studied!& 8n particular, you
should consider error types from among the following+
Su6ect1ver agreement 'articular ver tenses or aspects $address only one at a time.&
2asic 'hrase Structure Aodals B 'hrasal Aodals $address only one at a time.&
'assives @arious *ypes of Cuestions ;omple#/;ompound Sentences
(egative forms 8nformation structure 2asic sentence structure
E#istential 8t/*here
+art /: Analy(e each of the 5 le#ical errors and the 5 grammatical errors you have chosen!
2e S<3E that the DerrorsE you have chosen are 3E,LL" errors $to e sure of this, 8
recommend talking with others in your class to see if they think the usage in question is an
E33)3&! "our analysis should show a sophisticated understanding of language as a system, in
particular, the nuances of the form, meaning, and use $including pragmatics& of the le#ical/
grammatical items&! 2e aware that some of their errors could come from how they have heard
English used in oral language, so e sensitive to phonological and/or pronunciation issues as
possile sources of error as well #TES$L Standard ,a&' 2e sure to use information we have
discussed in class aout language acquisition research and findings in your analysis $TES$L
Standard ,"&! For this analysis, 8 would suggest that you otain the feedack of at least one
other person in this class, or anyone else you feel has an understanding of English grammar
and usage $2eware of non1grammarians and their opinions aout English grammar..&! 8dentify
and plan carefully F)? you would recommend these language samples e rephrased, and
F)? you would e#plain them to the student so they can understand your e#planations, and
learn how to avoid those errors in the future!
0' 1eet with the ESL student aain:
,rrange to meet again with the student in order to give them feedack on their essay! First, if
there are any portions that you didn0t understand, e sure to ask the student what they were
really trying to say=e careful ()* to change the ideas that the student was trying to convey!
3ememer, this is their essay, not yours! *hen, provide them with more appropriate ways of
saying what they wanted to say, thinking carefully aout how you phrase your e#planation!
()*E+ *ry to focus on what they wanted to say, more than on what they actually wrote!
*hen provide the student with at least one e#ercise or activity that you have developed for each
type of error you address, and go through it with them to help them understand etter what you
e#plained to them! (ote that the ways in which you will e#plain le#ical errors should e
different from how you e#plain grammar errors. "our work with the student should make use
of what you know aout language teaching materials and resources/technology, and result in
his or her understanding the targeted errors and having a sense of how to use the structures in a
more target1like way for listening, speaking, reading, and writing in social and academic
purposes #TES$L Standard 0c&'
%' 2rite up your analysis and e)perience:
a! ?rite up your analysis and descrie your e#perience of analy%ing the errors and working with
the student!
-! 2riefly descrie the student that you worked with=their age/grade, L-,
proficiency level, educational history, English learning history, etc!
4! For each error, provide the numer of the line where it appeared in the original
te#t $so please numer the lines in the version you include with this paper&; then e#plain
why you chose to focus on each particular error11is it a particularly serious errorG $e!g!, did
they make the same/similar error several times in this te#tG 8s it a commonly1used form
they are likely to see often in the futureG /oes it oscure what they are trying to sayG 8s it
something they studied in their ESL classG&
5! E#plain how you analy%ed each error $?hat was wrong with itG Fow can you
e#plain why the student made this particular errorG ?hat are some other ways this idea
could e e#pressed in EnglishG&
7! /escrie how you e#plained to this student aout how this form is/should e
used!
H! /escrie the e#ercise or activity that you did with the student to help him/her
learn to avoid this error in the future, and how the e#ercise worked for the student! "our
e#ercises should reflect research and current practice in the ESL field #TES$L Standard
3a& and should also reflect your knowledge of standards1ased materials, resources, and
technologies, and should e chosen, adapted, and used to effectively teach language that
will support students0 content learning #TES$L Standards 0a4 0"4 5 0c&' 2e sure to
include in your paper ,LL of the e#ercises or activities you used with the student,
including information or materials you found on the 8nternet or other source! 8f necessary,
copy the actual page$s& you used, include them, and e sure to cite the
ooks/sources/wesite/<3L in your paper and in your iliography!
! 3eflect on your entire e#perience and descrie the following+
?hat did you learn from doing the analysisG
?hat did you learn from e#plaining the errors to the student and doing the e#ercise/activity
with themG Fow did the student reactG Fow would you have felt in their situationG
Fow would this e#perience influence how you would teach grammar/vocaulary or give
feedack to a student aout their errors in the futureG
?hat are the social 6ustice implications of how we correct student errorsG
c! 'rovide a iliography of all outside references and sources used, $including ,LL wesites and
8nternet material.& using ,', style in oth the citations and the iliography $see elow&!
.eneral rules and formattin of your paper:
-! "ou may use outside pulished sources $other ooks, te#ts, the 8nternet, etc!& as long as you
give credit and cite them correctly! 3ememer that 8nternet material must also e cited, and
included in your iliography! "ou are e#pected not to plagiari%e or use ideas of others
without giving proper credit! 8 strongly suggest you use ESL1oriented resources rather than
native speaker1oriented resources!
4! 2e sure to use appropriate in1te#t $not footnote& citation format, and include a iliography at
the end, using ,', style! See the course wesite for e#amples of ,', style, and a sample
iliography that contains some of the ooks frequently cited for this course! 8f you cite our
te#took, please rememer that it has *?) authors $please cite it correctly=see our syllaus
for a correct citation of this ook&! 8f you quote any outside source veratim, provide the e#act
page numer that the quotation is from! 'araphrased citations do not need e#act pages!
5! 2e sure to spell6check $either on a computer or manually with a dictionary& and proofread
$and correct& your paper efore you turn it in! 8f there are spelling and typographical errors, up
to H points may e deducted from the grade!
7! "ou are encouraged to discuss the essay and the errors with others in this class, ut you should
write your own analysis independently, and in your own words! ,ll papers that are turned in
will e e#pected to e individual and unique!
H! 'apers should e typed doule1spaced, with -I margins on all sides of the page! () covers,
inders or folders please=please upload the paper as a single document on 2lackoard $not
multiple documents&! Aa#imum length is -H pages, though the iliography $only.& may e on
the -:th page!
Sample Student 2ritin Sample for the Error Analysis Task66+ractice Analysis #to "e
discussed in class&:
2ritin Assinment:
*hink of an e#perience you had in the past that taught you something important! ?hat happenedG
?hat did you learn from this e#perienceG ?hy was it importantG E#plain in detail!
Essay J- $;ommunity college ESL student; L- K Spanish&
8n -LMM my parents came to the <nites States, looking for a 6o, they have 4 little kids! *he
little oy was aout 4 years old, *he little girl was aout 7 years old! 8 have other sister 4 years
young modern me! ?e was studing! ?hen my parents came to here, the little kids stayed with us!
)ne week after, they came to sick, we don't know what we do, some nice person helped to us! ?e
went to the doctor to check these kids, and he toll us they was very sick, need went to the hospital!
2ut only the girl went to the hospital and the oy we take care in home ecause was very young!
8n Ae#ico is danger in the hospitals of the government, ecause the nurses no take care
aout the kids, some times they kill them! Ay old sister and me stayed in the hospital for M days,
day and night time, we sleep seat on the chair near the ed to my little sister!
*his is important ecause 8 learn aout take care to the kids, aout how many people is
poor, and how the workers of the hospital take care to the pacients!
(ow 8 have a daughter, and 8 take care!
3ating System
1E#emplary category should reflect sophisticated, significant, highly effective work!
1Satisfactory category should reflect appropriate, adequate, proficient, relevant, effective work!
1(eeds 8mprovement category means that the work requires further development!
E)emplary
367
pts
Satisfactory
06%
pts
*eeds Impro!ement
,62
pts
,nalysis of learners0 needs is
ased on results from multiple
assessments and on a highly
nuanced understanding of
various issues of assessment
$cultural, linguistic ias, as well
as special education needs and
accommodations&, the
importance of using standards1
ased instruments to inform
instruction, and the difference
etween language proficiency
and other types of assessment!
$*ES)L Standard 7a&
,nalysis of learners0 needs is
ased on results from appropriate
assessments and an adequate
understanding of various issues of
assessment $cultural, linguistic
ias, as well as special education
needs and accommodations&, the
importance of using standards1
ased instruments to inform
instruction, and the difference
etween language proficiency and
other types of assessment!
$*ES)L Standard 7a&
Little or no evidence that the
candidate0s analysis of learners0
needs is ased on appropriate
assessments and/or an
understanding of various issues
of assessment as well as special
education needs and
accommodations, or the
importance of using standards1
ased instruments to inform
instruction! ;andidate fails to
distinguish etween language
proficiency and other types of
assessment! $*ES)L Standard
7a&
Le#ical vs! Nrammatical+
,nalysis shows a sophisticated
understanding of the distinction;
errors are insightfully identified
as le#ical/grammatical $*ES)L
Standard -a&
Le#ical vs! Nrammatical+
,nalysis shows appropriate
understanding of the distinction;
errors are correctly identified as
le#ical/grammatical $*ES)L
Standard -a&
Le#ical vs! Nrammatical+
,nalysis shows a lack of
understanding of the distinction
and/or errors are incorrectly
identified as le#ical/
grammatical $*ES)L Standard
-a&
Error analysis shows a
sophisticated understanding of
the nuances of the form,
meaning, and use $including
pragmatics and phonology& of
the le#ical/ grammatical items
and of language as a system
$*ES)L Standard -a&
Error analysis shows an adequate
understanding of the issues
involved in the form, meaning,
and use $including pragmatics
and phonology& of the le#ical/
grammatical items and of
language as a system $*ES)L
Standard -a&
Error analysis shows a lack of
understanding of the nuances of
the form, meaning, or use
$including pragmatics and
phonology& of the le#ical/
grammatical items or of
language as a system $*ES)L
Standard -a&
Errors are insightfully chosen for
correction ased on sound
principles; e#planation provides
strong support $*ES)L Standard
-a&
Errors are appropriately chosen
for correction ased on
reasonale principles, and the
e#planation supports it $*ES)L
Standard -a&
Errors are inappropriately
chosen for correction; not ased
on sound principles; or
e#planation does not provide
adequate support $*ES)L
Standard -a&
E#planations remedying errors
show sophisticated under1
standing of learners0 needs, are
well1suited for the student, and
result in high levels of learner
acquisition of the targeted form!
$*ES)L Standard -&
E#planations for remedying
errors are appropriate for the
student and result in the
reasonale acquisition of the
targeted form $*ES)L Standard
-&
E#planations for remedying
errors show a lack of
understanding of the student0s
needs and result in little or not
acquisition of the targeted form
$*ES)L Standard -&
E#ercise/presentation is an
e#cellent application of current
research and practice in the field
of ESL teaching that serves as a
highly effective remedy for this
particular student is creative,
provides good e#amples, and
facilitates communicative
competence $*ES)L Standard
Ha&
E#ercise/presentation is an
appropriate application of
current research and practice in
the field of ESL teaching that
serves as an adequate remedy for
this student is creative, provides
e#amples, and facilitates
communicative competence
$*ES)L Standard Ha&
E#ercise/presentation is poor
application of current research
and practice in the field of ESL
teaching and serves as an
insufficient remedy for this
student! *he remedy is
inappropriate for this student,
lacks creativity, provides
inappropriate e#amples and/or
fails to facilitate communicative
competence $*ES)L Standard
Ha&
E#ercises/e#amples reflect
superior knowledge of a wide
range of standards1ased
materials, resources, and
technologies, and are chosen,
adapted, and used to effectively
teach language that will support
students0 content learning!
$*ES)L Standard 5a, 5, 5c&
E#ercises/e#amples reflect
adequate knowledge of
standards1ased materials,
resources, and technologies and
e#hiit some evidence of having
een chosen to teach language
that will support students0
content learning! $*ES)L
Standard 5a, 5, 5c&
E#ercises/e#amples reflect little
or no knowledge of standards1
ased materials, resources, and
technologies! Little or no
evidence of e#ercises/e#amples
having een chosen to teach
language that will support
students0 content learning!
$*ES)L Standard 5a, 5, 5c&
?rite1up of the e#perience
shows insightful reflection,
analysis of the e#perience, B
social 6ustice implications
?rite1up of the e#perience
shows adequate reflection,
analysis of the e#perience, B
social 6ustice implications
?rite1up of the e#perience
shows inadequate reflection,
analysis of the e#perience, or
social 6ustice implications
Cuality of writing is e#cellent B
flowing; consistently reflecting
accepted conventions of
organi%ation, grammar,
mechanics, and register
Cuality of writing is appropriate
for academic task; reflects
common conventions of
organi%ation, grammar,
mechanics, and register
Cuality of writing is not always
appropriate for academic tasks;
does not reflect conventions of
organi%ation, grammar,
mechanics, and register
,ppropriate credit given for
citations; flawless iliography
B ,', format used
Nenerally appropriate credit
given for citations; acceptale
iliography B ,', format
used
,ppropriate credit not always
given for citations; some errors
in iliography or ,', format
*he student0s identity is kept
confidential in strict accordance
with 832 requirements!
*he student0s identity is kept
confidential!
*he student0s identity is not kept
confidential in accordance with
832 requirements!
;omments+