A criterion for evaluating papers and essays perhaps the most difficult task for the educator is to evaluate a student 39 s writing. An important reason for this difficulty is the educator 39 s concern that the evaluation process is too subjective that is, the correctness of a paper is perceived by the student as only the educator 39 s unsupported opinion. This concern usually is the product of habitually seeing education as a process of right or wrong answers, whether this perception is viewed by the educator or by the student. While objective tests can examine the student 39 s comprehension about facts and figures, written papers about divergent knowledge offer a challenge, because the student 39 s paper cannot be evaluated by the same criterion as a true false test about knowledge that is convergent.

For this reason, writing is given little priority by educational technocrats, who emphasize processes rather than rhetoric. Objective tests are satisfactory to determine whether a student has minimal knowledge required by the techocrats, and the student 39 s standing can be readily determined by the grading scale. Students are technically and socially trained in order to fit in american society.

However, to employ rhetoric means having to evaluate differences in ideas, which is becoming more politically unacceptable in the schools, because differences create friction. In order to get a job, a student does not have to struggle with words or with ideas. In reality, like the mythological average student, there is no such thing as an average paper. Ideas cannot be viewed in terms of being average or above average, but only as being clear and logical, or unclear and illogical.

Therefore, the evaluation of papers centers on whether the student successfully expresses his ideas in a clear and compelling way. While important to proper communication, grammar is not the emphasis when evaluating the student 39 s work. Only after the educator has considered the presentation of the message are concerns about spelling, grammar, and mechanics addressed. However, since the technocratic establishment is hooked on gpas, the educator must assign some letter grade in order to appease the misguided makers of policy. Every student is not so completely devoid of ideas that he cannot organize or discuss a topic.

If the student fails, the reason will be his failure to acquire a working knowledge of grammar, and not because the student lacks ideas. The only real question for the evaluator will be to determine the difference between the a, the b, and the c paper. Typically, the difference between mediocre writing and uncommon writing is that the better writer uses transitions between thoughts and uses specific support in the form of examples, illustrations, and anecdotes. The common writer uses language that a politician uses trite phrases, vague generalities, and noncommittal hedging. The difference between the a and b paper is that the writer of the a paper has written a nearly flawless product. If the reading reveals weaknesses in logic and grammar, have the student revise the paper before any further evaluation. As you read the paper, the student himself will discover his own errors or lack of logic.

Dissertation In Law

Is there a weak thesis or, even worse, no thesis? do the topic sentences fail to prove the thesis? is the support just vague generalizations and not specific? are pronouns used for subjects or objects? are vague nouns used such as person, thing, society, and event ? 3. The student is now required to discover his own errors without the educator 39 s correcting them for him. Tell the student what you would liked to have known more about in his paper, but that he failed to say. Find one two at the most concepts that the student needs to do for the rewrite or next essay. Tell the student how pleased you are that he has progressed, how you enjoyed reading this particular essay, or some other appropriate remark. Papers are evaluated for content and organization, as well as for grammar and mechanics.

Most college professors assign a failure to any paper with three major errors in grammar. Miscellaneous considerations papers should be double spaced, even when the student writes by hand. The space between the lines allows you to place your comments near the student 39 s idea that needs attention. the a essay: has a strong central idea thesis that is related to the assignment has a clear, logical organization with well developed major points that are supported with concrete and specific evidence uses effective transitions between ideas uses appropriate words composing sophisticated sentences expresses ideas freshly and vividly and is free of mechanical, grammatical, and spelling errors. the c essay: has a central idea that is presented in such a way that the reader understands the writer 39 s purpose has an organization that reveals a plan, but the evidence tends to be general rather than specific or concrete uses common words accurately, but sentences tend to be simplistic and unsophisticated and one or two severe mechanical or grammatical errors. the f essay will exhibit one or more of the following problems: lacks a central idea no thesis lacks clear organization is not related to the assignment fails to develop main points, or develops them in a repetitious or illogical way fails to use common words accurately we at take great pride in our customers' satisfaction. That's why we have been in business so long with many happy customers to show for it.

If you want our help today, just register with us online and then fill in the order form. In no time at all, one of our writers with an advanced degree in your essay's topic will begin to craft you a superbly written academic paper. Take that initial first step with our services at today and you'll be pleased with the results! when you first sit down to confront an essay question you need to spend some time 'unpacking' its meaning.

Your essay question if set for you will often contain some key 'clue' words which will help you evaluate what is being asked of you. The first step, before you put pen to paper, is to evaluate what you are being asked to produce. You also need to take a broad overview of the question, encompassing all of its component parts.

This is especially important for multiple part questions, where it is easy to jump into one part and miss others. By now you should have a good 'feel' for what the question is demanding of you but you should read any general guidance points given, and the learning outcomes if these have been provided by your learning institution underline or highlight anything that strikes you as important or helpful. Examine critically or minutely determine the value of, weigh up see 'evaluate' look for similarities and differences between, perhaps reach conclusions about which is preferable think about and examine carefully set in opposition in order to bring out differences make judgements backed by discussion of the evidence or reasoning involved about the merit of theories or opinions, or the truth of facts state the exact meaning of a word or phrase. In some cases it may be necessary or desirable to examine different possible or often used definitions give a detailed or graphic account explain, then give two or more sides of the issue and any implications make an appraisal of the worth or validity or effectiveness of something in the light of its truth or usefulness see 'assess' make plain interpret and account for give reasons examine or investigate systematically determine to what extent. Usually this involves looking at evidence or arguments for and against, and weighing them up make clear and explicit. Present the chief factors and omit minor details and examples see 'outline' > source: open university.

Assessment guide 1, w100, appendix this research is designed to evaluate the conditions under which english is taught in pakistan at higher secondary level. Condition means 'circumstances affecting the functioning or existence of something.' concise oxford english dictionary 11th edition. Under conditions, fall following things 'physical environment of english teaching classroom', and 'instructors of english and their techniques', and 'students and their relation with teacher', and 'facilities which are provided by government to english teachers, students and institutes', applied linguistics is a science and teaching english language is art, both things relate one another closely warsi, 2004. English language teaching is a complicated process that demands proper techniques, it should be taught according to the existing needs of students tariq mehmood, zahoor ur rehman, 2011. The main reason of shocking condition of english is the lack of trained instructors to deal with this subject especially courses of english language teaching for teachers and it is also noted that sometimes government change syllabus but not arrange any program to prepare educators accordance to curriculum roshan ali teevno, 2011.