Grading Writing Assignments

Writing Assignment Checklist

The description of the assignment should reflect all of the elements you will consider when grading the composition. Use this checklist each time you assign, set up editing exercises, and grade a writing assignment. See the
linked example.

Selecting a Topic

The composition topic fits naturally with the content (theme, cultural focus, reading, film, vocabulary) and functional grammar (describing events that happened in the past, giving advice, persuading, requesting information) recently stressed in the course.

Use writing assignments in the textbook/workbook for inspiration, revising according to your taste.

Is the topic interesting to you? Do you think it will motivate students to write? Be realistic: you may find certain topics important and fascinating, while these same topics may leave students uninspired, over- or under-challenged, even embarrassed. It is especially difficult for students to defend their opinions on controversial or sensitive topics, knowing that their use of the language does not reflect their level of thought. Likewise, students may find certain topics compelling (their social activities, their love life, for example), while you do not. Steer away from personal and political extremes. This doesn't mean that students can't write about serious topics of social or personal interest. By following this checklist, you can frame assignments in a way that will minimize confusion, embarrassment, even agony-for you and your students.

Try to build in one degree of critical distance from the students' personal experience when composing assignments.

Wording of the Assignment

Clearly and succinctly describes the topic.

Clearly reinforces functional purpose (describing, narrating, persuading, supporting an opinion, informing, requesting information, giving advice, etc.)

Clearly states communicative focus (the implied reader, the appropriate register and tone, etc. Is it a modern version of a fairly tale directed toward children? An ironic rewriting of a fairly tale directed for young adult readers?)

Clearly states structural focus. If students are to write a letter, remind them to use salutation, closings, etc. If they are writing a dialogue, should they identify speakers at the beginning? If they are writing a persuasive essay, should they have an introduction and conclusion?

Clearly states any linguistic focus: pertinent vocabulary lists; grammar structures; past assignments.

Clearly states editorial requirements: due dates, spacing, word or page count, etc.

Clearly states grading criteria. On regular compositions refer students to the grading system posted on the RCS website (either the holistic guidelines, or the grid). If you have created your own hybrid grading system, be sure to distribute it to students, after the Language Program Director approves it. On quizzes and exams, make sure the topic description clearly prescribes all of the above, so that students know what is expected of them.

Draft Writing Process

Clearly state what is expected of each draft. The first draft handed in for evaluation should not be a "rough" draft.

Let students know how they will be graded. Direct them to the descriptive grading page.

Underline errors and note their nature (accord; orthographe; genre; etc.) Spell these out the first time you write them, then abbreviate naturally. Students should not need a key to decipher your abbreviations.

Be sure to give stylistic advice as well.

You may want to use one color of ink for "fautes évitables," i.e., anything (vocabulary, structure, style, grammar) that the students should have been able to do correctly using nothing but the textbook (and a dictionary to check gender), and another color to indicate corrections they could not have made themselves, comments, and general advice for revising. Whether or not you use this color-coding, make sure students understand that they are not penalized for taking risks, and that some mistakes are not acceptable, even on draft 1.

After correcting the first composition, determine how many "fautes évitables" will be acceptable on the first draft of future papers for an "A," "B," "C," "D," "F." Suggestion: one mistake every 20 words.

Do not use peer editing as a way to get one student to correct the other student's grammar mistakes. Instead, have peer-editors focus on readability, comprehensibility, structure. Have students read papers aloud in small groups in class before turning them in .Allow them to make corrections.

Self-editing: focus on process.

Grading

Make sure you and your students know grading criteria for writing assignments. Use either the grid or the descriptive guidelines posted on the RCS web site, or a revised version of these approved by the Language Program Director.

Read all compositions once quickly, without marking them, dividing them into piles of "weak," "strong," "very good.."

When marking papers, indicate "fautes évitables" (very basic errors) in some very obvious way (red ink, "FE").

Make comments in reaction to content, style, structure, tone-not just grammar. If you have time, use a different pen or pencil for this.

Be aware that students may introduce new mistakes on the final draft. These should not count against them (unless they are "évitables").

In longer compositions (2 pages or more ) it is reasonable to mark grammar mistakes on the first 1 and 1/2 to 2 pages. Then draw a line, indicating where you have stopped. Continue to make comments suggestions, reactions to content and style throughout the paper. Indicate whole paragraphs (rather than individual words) that will need revision for spelling and grammar.