The nature of error in adolescent student writing

Wilcox, Kristen Campbell; Yagelski, Robert P.; Yu, Fang

doi:10.1007/s11145-013-9492-x

Cited by 20 publications

(21 citation statements)

References 30 publications

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“…the ULEC project described above). In their study into L1 and L2 student writing among high school students in the United States, Wilcox et al (2014) found little difference in the type of errors made in written compositions by L1 and L2 students, with eight error types (spelling, capitalization, missing comma after introductory element (such as a clause or phrase), incorrect or inappropriate word, incorrect verb inflection, missing word, inappropriate or missing punctuation, and wrong form of the word) accounting for over half the errors in each group. However, not surprisingly, a higher error density was found in writing by L2 students (6.95 errors per 100 words as compared to 4.07 for L1 writing).…”

Section: Aims and Research Contextmentioning

confidence: 99%

Bridging the gap between university and upper secondary school English studies: The ULE project

Walker

Allan

2018

ICAME Journal

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2The ULE project 2.1 The process After initial discussions between ourselves and the upper secondary school, it was decided to only involve one teacher and one class for the pilot project. The project was set up using the open access learning management system Moodle (see https://moodle.org). This learning platform allowed us to enrol secondary school students and teachers onto the specially-designed module, where instructions, lectures, two short assignments, and feedback could be given by university teachers, and where students could submit their work. This also reflects the mode of instruction for our online English courses at Mid-Sweden University.The content was designed to reflect first-term undergraduate university-level English language studies. The teacher then explained to the class about participating in the project as part of their classwork, and received a positive response.In the following lesson, students received two articles, together with a glossary for each, to read in class in advance of our meeting the students to introduce the project.To guide the students into the project, we met the students during their regular English class, and introduced the students to the aims and content of the project, the theme, topic and assignments (see 2.2), and the learning platform (including how to log-in and how to negotiate the platform). They also received information on how to log-in, and how to do the first assignment, on paper. The students were at this point asked to sign a permission form allowing us to use their work (which would of course be anonymised) for subject didactic and/or linguistic research and for teaching on the upper secondary school teacher education programme at Mid-Sweden University. It was explained to them that although the assignments were compulsory, as part of their school coursework, giving permission for us to use the material was entirely their choice. Happily, all students chose to sign the form, including a few students who were absent from the initial introductory session. For those who missed the session, a written instruction guide was uploaded in Moodle. Classwork and the assignmentsThe theme for the project, the US presidential election, was decided on in collaboration with the teacher, the idea being to select a topical issue from the English-speaking world. We based the classwork and written assignments on one of the assignments on our first-term undergraduate English course at Mid-Sweden University. The classwork was designed to take up as many as six of their scheduled English classes at upper secondary school (or part of these classes). The first class was when they were to read the two articles, the second

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Section: Aims and Research Contextmentioning

confidence: 99%

Bridging the gap between university and upper secondary school English studies: The ULE project

Walker

Allan

2018

ICAME Journal

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“…Por otra parte, la incorrección ortográfica en las prácticas letradas más centrales y prestigiosas, como la escritura escolar, académica y laboral o los foros públicos, tiene una connotación negativa. Las creencias sociales sobre la ortografía promueven una expectativa de corrección en determinados ámbitos, que alimenta prejuicios hacia quienes escriben sin apego a la norma, lo que incrementa la importancia de enseñarla a los estudiantes para que puedan insertarse y participar de estos espacios sociales (Campbell Wilcox, Yagelski & Yu, 2014;Sebba, 2007).…”

Section: Marco Teóricounclassified

“…LA ORTOGRAFÍA DESDE UNA PERSPECTIVA DIDÁCTICA Tal como señalan diversos autores, la enseñanza tradicional de reglas ortográficas descontextualizadas es muchas veces infructuosa, ya sea porque no se focaliza en los errores que los estudiantes efectivamente cometen (Campbell Wilcox et al, 2014) o porque obstaculizan los procesos de reflexión y elaboración de regularidades en torno al error (Morales & Hernández, 2004).…”

Section: Marco Teóricounclassified

“…En síntesis, el estudio realizado confirma lo propuesto por algunos autores (Backhoff et al, 2008;Campbell Wilcox et al, 2014;Tuana, 1980) respecto de que la enseñanza de la ortografía debe enfocarse más en el análisis y reflexión sobre los errores ortográficos, que en el aprendizaje de todas las normas. Ello porque, como se ha demostrado en esta investigación, los errores están concentrados en algunas palabras y fenómenos.…”

Section: Conclusionesunclassified

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Desempeño ortográfico de estudiantes chilenos: claves para la enseñanza de la ortografía

et al. 2017

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RESUMENAunque posee una gran importancia en diversos aspectos de la escritura, la ortografía es un tema poco abordado en la investigación actual. Este artículo propone presentar un panorama exhaustivo, reciente y representativo del desempeño ortográfico de niños chilenos, para ser utilizado como insumo para su enseñanza. Para ello, se analizó una muestra estratificada proporcional desde una muestra representativa del país tomada en el piloto SIMCE de escritura del año 2008 en cuarto grado. Los resultados fueron luego interpretados desde perspectivas cognitivas, comunicativas y didácticas de la ortografía. Entre los principales hallazgos, destaca un alto porcentaje de palabras correctamente escritas, la concentración de los errores en unos pocos tipos y un mejor desempeño en el género carta de solicitud por sobre el cuento y la noticia. En conjunto, se sugiere focalizar la instrucción en los errores encontrados e insertarla en el desarrollo de textos en situaciones comunicativas.Palabras clave: escritura, educación básica, ortografía.ABSTRACT In spite of being important for several aspects of writing, orthography has been scarcely discussed in current research. This article presents a comprehensive, current and representative picture of the orthographic performance of fourth-grade Chilean students, in order to use this data to inform teaching. A stratified sample taken from the representative sample of the national assessment SIMCE writing pilot of 2008 was analyzed. The results were later interpreted in terms of cognitive, communicative and didactics approaches. Among the main findings, a high percentage of correctly written words and a better performance in the genre of the formal letter stand out significantly over the genres short story and news report. In sum, it is suggested to focus instruction on the mistakes found, rather than teaching norms; and to embed this instruction within experiences of writing in communicative situations.

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“…In addition, correct spelling is a critical element, particularly as learners advance toward higher levels of proficiency in writing where greater accuracy is required (ACTFL, ). Whereas accurate spelling is perceived to be a significant factor in improving the quality of written texts (Puranik, Al Otaiba, Folsom, & Gruelich, ), spelling errors, which can occur due to graphic or sound confusion, negatively influence the message that writers intend to convey in both L1 and L2 (Wilcox, Yagelski, & Yu, ) and negatively affect writers' perceptions of their writing ability (Kreiner, Schnakenberg, Green, Costello, & McLin, ). Furthermore, writers who need to consider how to spell a word during the cognitive activity of writing will eventually lose track of their thoughts, word choice, and organization.…”

Section: Introductionmentioning

confidence: 99%

Arabic Spelling: Errors, Perceptions, and Strategies

Brosh

2015

Foreign Language Annals

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This study investigated common spelling errors among first language English speakers who study Arabic at the college level. A sample of 63 students (45 males and 18 females) was asked to write texts about a variety of topics and then to answer survey questions regarding their perceptions and strategies. Their writing produced 457 spelling errors, which were examined and classified. The results demonstrate that the spelling skill is developmental and that it offers a necessary structure for students to master key elements of Arabic. The wide variety of spelling errors made by participants points to their unsatisfactory awareness of the language's phonology, morphology, and orthography aspects. Participants perceived an important connection between the spelling skill and such other skills as reading, writing, and pronunciation, but they perceived its development as challenging, due to insufficient practice. Their strategies for memorizing words included using textbooks and online dictionaries, repetition and practice, and simply sounding out the words. The results indicated potential implications that current and future Arabic instructors can use to help students develop the spelling skill.

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The nature of error in adolescent student writing

Cited by 20 publications

References 30 publications

Bridging the gap between university and upper secondary school English studies: The ULE project

Bridging the gap between university and upper secondary school English studies: The ULE project

Desempeño ortográfico de estudiantes chilenos: claves para la enseñanza de la ortografía

Arabic Spelling: Errors, Perceptions, and Strategies

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