14.2.3.2
Model B
Model B
| This tutor teaches on an institution-wide language programme (IWLP) Her approach also involves doing a word count but she only marks the first (or last) X number of words (eg 300). She underlines all the errors, allocating a mark to them according to how much they interrupt the fluency of the writing. If the focus of the task is grammar, she might weight them according to the significance of the formal error. For example, ½ for a minor error such as spelling or orthography that does not detract from the flow of the text; 1 for an error such as a case ending, adjective agreement or minor word order problem, that affects readability but not in a major way; and 1½ for an error that interrupts the flow of the text, makes the message unclear or ambiguous and thus confuses the reader, such as inappropriate tense, misleading pronominal reference, wrong choice of vocabulary or poor use of logical connector. The tutor adds the various scores (say, 40) and calculates an error quotient using a slightly different approach to that of the tutor in Model 1: she divides the error total by the number of words marked, thus removing the need for a calculation of standardized length, ie 40/300 = 0.13. This tutor does also mark other material beyond the 300 but excludes it from her calculations to ensure a degree of comparability. |
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