Wanda VanGoor wrote:
>
> In my developomental and basic English classes, I have arrived at a check
> list which indicates the seriousness of errors: failure to show
> pre-writing and a plan results in a No Grade: I do not read such
> papers; loss of unity, lack of organization, inadequate development,
> primer sentences--these are all automatic F's; fragments, comma splices,
> fused sentences, subject-verb disagreement, and verb form errors will
> probably result in a D; pronoun disagreement, apostrophe problems, common
> comma errors, spelling, and glossary of usuage errors will usually hold a
> paper to a C.
>
> The system works pretty well.
>
> Occasionally, I will return  papers with the number and type of errors
> recorded at the top of the page but not marked--with the offer of an
> improved grade if the student finds and fixes the errors.  The offer is
> seldom accepted--and when it is, the acceptor is generally already a
> fairly good student.
>
> Red ink?  Yes, often.  But when I see a paper more than once, I change ink
> color; the variety of colors makes a statement on it own.
>
> Good luck with your project.
 
fabulous checklist, and a must for college-level writing! my concerns over
the tough standards are related to ESL. what about the ESL student?
 
Mary, obviously an ESL teacher