|A group of "Anglophone" (NNS
students of English in a French-speaking environment) unlucky enough to
have been exposed to English (according to our un-enlightened Authorities)
before they joined my class.
I say this because the Anglophone classes have been cut from the budgets in all the Upper Secondary Schools in Canton Geneva (despite the large English-speaking population) in a very short-sighted way.
|Each student was attributed an e-mail address on the Educational Network, with the syntax FirstName.Surname@edu.ge.ch - this e-mail address was used to send and retrieve the written work derived from the book reports (extensive reading) they had been assigned.|
|Actually, each student could
choose between four and six titles to report on.
Each of the titles was submitted to me, and we decided on the final list together.
|The book reports were ONLY accepted as "attached files", preferably saved as Rich Text Format files (*.rtf), so as to ease my end of the job (with version 2.0 of Markin)|
|The students filled in the following
- adapted from the book by Tricia Hedge
Using Readers in Language Teaching, ELTS, Macmillan 1985.
Drawing on the notes produced from each form, they then had to write a book report, and it was that book report that landed in my mailbox at each due date.
|I shall take two:
|Here is is text, as he handed
it in, as seen through the filter of the MARKIN software.
The buttons on the right (highly
configurable) are what I click to place my comments on his paper.
|And here is what one sees after
the text has been marked by the teacher using MARKIN:
|Here is Salimata's text - after
|One can also see the comments
made by the teacher - see the box below her text:
|Each student had received a list of the annotations used during the correction.|
|Each student had the possibility of proof-reading, re-writing, editing, and generally correcting the text as often as s/he liked. They were required, however, to "turn in" the text at least twice.|
|The students really appreciated
the precision of the annotations.
For the most part, the parents did as well. I only had one parent who complained, and it turned out that the task (and the tools made available to the students) had been misrepresented to him.
We had a rather interesting exchange of mail, and the student ended up doing things as I had requested in the end. . .
|You will need to aim
your tom-tom or
send your wax tablet / snail-mail message towards / to:
61 ch. de Fossard
Page created on 04.09.2000 - by Lilliam
Teacher of EFL & English Literature at Collège Claparède, Geneva, Switzerland
CALL Facilitator at the CPTIC
(Centre Pédagogique des Technologies de l'Information et de la Communication)
Last edited on 09.01.2001
Using Netscape Composer 4.7 and NoteTab Pro 4.8