Esmeralda Huerta

November 14, 2016 1

Part B
Application 8.2 Analyzing Errors in a Student Text
In this activity application 8.2, analyzing errors in two different student texts, are from
Appendix 8 Sample student essay for error correction practice and the Inquiry two sample essay.
It contains an advanced L2 student paper that is written at a University writing course. I
completed an error analysis for these two writing samples. I made copies for Appendix 8 and the
Inquiry Two Sample Essay to start the editing process. During the process, I carefully color
coded and highlighted all instances of errors that I found in each of the error categories of the
chart. The chart contains the Error Categories with descriptive text on each row. The Error
Categories are listed with verb errors, noun ending errors, article errors, wrong word, sentence
structure, spelling, and others along with a descriptive meaning of each text. When Ive
completed highlighting the two sample essays, I had to follow the error categorize chart and
highlight the errors specifically to the chart. Then, I number each error I highlighted
consecutively and completed the error chart by marking it in each category and then I wrote out
the total of errors at the end.
During the processing of highlighting and analyzing errors in both sample essays, I used
different colored markers and pens to help me to identify each error category. First, I read the
essay and decided what I thought should be edited and then I looked at the error category to help
me identify what I should look for, and then I highlighted the specifics. The problems I
encountered during this editing process is knowing the specific meaning of each error category
on the chart and looking for it on the student sample essay. I never thought that I should pay
attention to the specific detail of the error categories in the essay. I struggled as I completed the

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activity that I had to use different color highlighting for the errors and looked for it on the sample
papers. It was exhausting and overwhelming using this method and following the specific detail
error category. I thought that by highlighting each different type of error category would help me
to identify each error but it overwhelmed me doing both papers. It took so much time locating
the errors and highlighting to follow the error category it was a struggle for me. Ive never before
actually followed a chart while editing my own paper but I learned from the assignment that I
can see what type of errors that an L2 student is making the most. When I finished with all the
highlighting throughout both sample essays, following the error categories, I counted all the
consecutive errors onto the number chart to add up the errors. The positive side of this
assignment, was that I was able to identify the important category errors in the essay and helped
me visually to see the errors the L2 student was making in their essay. The result of this activity,
after errors are consecutively marked on the number chart, I see the differences in both essays. In
Appendix 8 essay, the highest number of errors were sentence structure such as run-ons,
fragments, comma splices, word order, omitted words or phrases and so on, and had 28 mistakes.
Inquiry Two Sample Essays highest errors are the articles such as missing or misuse of
determiner incorrect, omitted text, or unnecessary text. This taught me that the process of editing
this way is pointing out the specific errors by following the error category and highlighting the
errors in the students essay and counting the errors onto the number chart. It shows me visually
how many mistakes are made in the essays. I can see this method of editing could help a student
edit their own paper and how its important that the student can see their mistakes clearly. After
reading the materials I agree, that teachers shouldnt edit all the errors in students essay because
it is exhausting and very time consuming.

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This activity gave me insight that editing every error in a student essays is time
consuming and overwhelming that it might not help the student learner if they ignore it because
the teacher did all the work of editing their paper and they will make those errors again. I think
when a paper is filled with errors, I believe that many teachers feel obligated to correct every
sentence, verbs, nouns, articles, wrong vocabulary, sentence structure, and spelling errors they
see but basically, teachers are correcting errors for students that probably not help them learn
from the corrections. I can see why teachers shouldnt edit every error, because the student will
likely believe that the instructor has done all the work and they are not given a chance to revise
their own work.

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Appendix 8 Sample Student Essay for Error Correction Practice

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Error Categories Chart & Number Error Chart

Appendix 8 Sample Student Essay

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Sample of L2 Student Essay Inquiry Two Edited

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Error Categories Chart & Number Error Chart

Sample student Inquiry two paper

Application Activity 8.3 Responding to a Students Language Errors

In activity 8.3, responding to a students language errors, I used the results of the error
analysis that I completed previously in activity 8.2 to be able to complete this exercise. I chose
an error feedback method where I used a combination of methods for the Inquiry Two Sample
Paper and Appendix 8 Sample Student Essay for Error Correction Practice.
The students foremost problems while they are writing the essay is having errors in
sentence structure, word choices, articles, nouns, verbs, punctuations and so on. I saw that there
were quite a few of verb errors where the student used the wrong verb tense such as in indicating
the past, present, or future. Another problem I see in their writings, is that the sentences should

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have a subject, verb, plurals and expresses the writers thoughts, and if any of these are absent it
fails and will be a fragment sentence. There were some run-on sentences, where two or more
independent clauses are joined together incorrectly. According to Ferris & Hedgcock, (2015)
found, L2 writers frequently struggle with a range of issues related to verbs, for example,
errors in verb tense, errors in form (accurate formation of tenses, passive constructions, modal
constructions, and so forth), and subject-verb agreement (p. 284). The students writings need
help from the teacher to assist them in recognizing the errors that they are making. The teacher
can have a mini lesson on errors in grammar to help them to recognize these problems so they
wont make those errors again.
I opted for the comprehensive error correction because I was used to editing all the errors
I see throughout the essays. I want to point out every error so the student can be aware of those
specific errors but I think I took too much time trying to edit their paper and the comprehensive
marking was becoming unmanageable. After I marked all errors I thought it would help the
outcomes of the student learning from their errors by seeing the teachers edited markings. In
Ferris & Hedgcock, (2015) stated, teachers focus on patterns of error that are global or
serious (interfering with the comprehensibility of a text), frequent (relative to other error types)
and stigmatizing (p. 286).
If I had to redo the error corrections on both essays, I would opt for selective error
correction because this offers feedback where a teacher can simply mark only a few errors or a
choice all of them (Ferris & Hedgcock, 2015, p. 284). According to Ferris & Hedgcock, (2015)
found, former approach (selective correction) are compelling: It is less overwhelming to
teachers and students and allows for prioritizationfrequent patterns of errors made by

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individual students. This optionto facilitate progress toward developing successful self-editing
strategies (p.284). I think students can enhance the error correction strategies by self-editing on
their own before having the teacher give their feedback and suggestions on their paper. As a
novice teacher I would use the selective correction method to edit the specifics frequent patterns
of errors so students can have the opportunity to fix the errors on their paper. However, I opt for
the comprehensive error correction on this assignment so I can see how difficult way too many
errors contained, is very unbearable to correct. According to Ferris & Hedgcock, (2015),
comprehensive error feedback that covers too much ground in s short space still applies
whether the teacher is using a pen or a word processor (p.291). I agree, while I was editing the
two essay I wasnt able to elaborate further because there were not enough space on the margins
to elaborate on the feedback.
In Inquiry Two Sample Paper, I used direct feedback with a red highlight text over errors
on words and tense text. In Ferris & Hedgcock, (2015) stated, Direct feedback simply involves
providing a target-like form for the student writer (or a suggested correction, if more than one is
possible or if it is not entirely clear what the student intended to express) (p. 287). I used a
circumflex accent (^) symbol to add the right tense text by using the red font underlined text
showing what needs to replace it. I used a yellow highlight color to omit text, sentence
structures, word choice, phrases, run-on sentences, and so on. Whereas, in the Appendix 8
Sample Student Essay, I used the marking errors with codes such as V=verb; WW =
word/choice/form; SS = sentence structure; SP = spelling; ^ = insert word. In Ferris &
Hedgcock, (2015) stated, Indirect feedbackprovides students with an indication that an error
has been made (underlining, circling, an error code, etc.) but requires the student to self-correct

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(p. 287). Theres an agreement about the effective feedback type such as the student error
marked for micro-and macro-level error categories. The teachers affect about whether an error
must be categorized as verb tense or verb form, so on also such as noun phrase is illformed that requires a plural ending and article on text, should a lexical error reveals a
problematic of spelling and word choice in the L2 writings (Ferris & Hedgcock, 2015, p.286). In
Ferris & Hedgcock, (2015) found, elaborate marking system of 15 to 20 error types or codes
may lead to instructor errors, may overwhelm teachers, and may confuse and discourage
students (p.287). Then I used an orange highlight color to highlight the specific key codes to
locate the error along with an underlined text. The pink highlighting is the inserted words
throughout the student essay. I selected these feedback methods because I wanted to see the
differences among them while using it to edit. In Inquiry Two Sample Paper, I thought the direct
feedback method was easy to use and I didnt have to use too many highlight colors, I only used
the red and yellow colors. I thought it was neater, easier, and simpler to do while editing errors
on the student essay. However, Appendix 8 Sample Student Essay was the easiest editing error
method because I used the errors with codes, and two highlight colors and I completed the
editing faster. I think the error with codes method is a more effective feedback method because
the teacher can locate the error and the student can correct it as they revise their paper so the
teacher wont have to do all the work of editing.
After analyzing and responding to a students language errors, I think I still want to learn
and practice in order to provide error feedback successfully on my own students written
assignments by providing a treatment of error for the student writing and integrate a strategy
training to assist the students to move toward independency in editing their own essays (Ferris &

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Hedgcock, 2015, p. 292). I would want my students to become autonomously self-editors (Ferris
& Hedgcock, 2015, p. 293). According to Ferris & Hedgcock (2015) stated, that students
who consistently maintained error logs made significant progress in reducing frequency of
targeted errors over time (p. 298). I can see this can help to add to the students editing practices
progress.
Sample of L2 Student Essay Inquiry Two Using error feedback methods

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Appendix 8 Sample Student Essay for Error Correction Practice

Appendix 8 Sample student essay Feedback comment

As you edit your essay, be sure to check on your word choices throughout the paper and check
for sentence structure such as sentence fragments, plurals, and so on. I have highlighted in
orange color throughout the paper what you need to look at and what needs to be changed. I used
the error codes that is listed: V=verb; WW = word/choice/form; SS = sentence structure; SP =
spelling; ^ = insert word that are located on the paper. Be sure to check on spelling and verbs
throughout your paper to make sure it is appropriately correct.