Make feedback understandable, teach self-correction and check whether revisions transfer to new writing.
Show a correct and incorrect example, explain the code, and practise one correction together. Start with a small set linked to language already taught. A learner cannot repair an unfamiliar structure from a label alone.
Give feedback on the subject idea and evidence, then select one or two language patterns. Mark a manageable sample rather than every error. Tell learners which errors they are expected to repair.
Learners revise, explain the change and check it in context. Offer a reference model, a choice or direct explanation when needed. Invite a help request instead of guessing repeatedly.
Use a fresh sentence or paragraph to see whether the learner applies the pattern. A corrected draft shows response to feedback; independent use shows a stronger sign of learning.
This classroom convention comes from the supplied code sheet. Agree meanings locally; these are not official exam marking symbols. Punctuation choices depend on context. Long sentences are not automatically run-ons.
| Code | Meaning | Example to review | Possible correction |
|---|---|---|---|
| → | New paragraph | One paragraph changes from benefits to limitations. | Begin a new paragraph at the change of focus. |
| SP | Spelling | He speeks English well. | He speaks English well. |
| WW | Wrong word | She came a kind person. | She became a kind person. |
| WF | Word form | He is a kindness teacher. | He is a kind teacher. |
| WO | Word order | He wants to a movie go. | He wants to go to a movie. |
| Λ | Missing word | He working in a restaurant. | He is working in a restaurant. |
| Ø | Unneeded word | He went to the Canada. | He went to Canada. |
| PU | Punctuation | After lunch we returned to class. | After lunch, we returned to class. |
| C | Capitalisation | He likes america. | He likes America. |
| VT | Verb tense | Yesterday, she walks to school. | Yesterday, she walked to school. |
| PL | Plural | He likes music and car. | He likes music and cars. |
| SVA | Subject–verb agreement | We is very happy. | We are very happy. |
| PO | Possessive form | That is the teacher pen. | That is the teacher’s pen. |
| A | Article | I saw elephant at the zoo. | I saw an elephant at the zoo. |
| CON | Conjunction / linking | It rained. The match continued. (Show contrast.) | It rained, but the match continued. |
| / | Sentence boundary / run-on | I finished my notes I left the room. | I finished my notes. Then I left the room. |
Choose a few codes that match what you have taught. The selected set becomes part of your editable plan.
Learner response: “Yesterday, we is testing two material.” Choose two priorities, explain them and ask the learner to revise.
Model past-time language: “Yesterday, we tested …” and the plural after two: “two materials”. If the continuous aspect is the intended meaning, “we were testing” is also possible. Discuss the meaning before selecting the tense.
Corrected draft: “Yesterday, we tested two materials.” Now ask for a fresh sentence about another completed investigation.
Draft here, download an editable HTML copy, or print the guide and plan. Drafts are stored in this browser when available. Use anonymised observations.
Adapted from Duncan Rose’s supplied error-code teaching material. Examples and activities below are newly written. Use the task’s actual genre, syllabus and assessment criteria; historical examination details in the source are not presented as current rules.