Good writing is for everyone. When the stakes are high, a grammar corrector can be a lifesaver. Have you ever written a story or poem, only for the meaning to be lost in a badly flowing prose? Well, yes, they do, but are they really the best way to check your words and pages? The difference is the Deep Check button is capable of detecting even more difficult-to-spot mistakes, such as run-on sentences or dangling modifiers, and up to ten times more mistakes than popular word processors.
Online corrections are included with explanations in order to help the user progress his or her English writing skills. Try our sample! Teachers should stop thinking that they have to compete with grammar checkers and view them as an assistive technology that can help reduce some of their correction load. If you are feeling afraid of losing your job to a grammar checker, you don't understand your job very well. Providing corrective feedback on errors may be a huge part of your workload, but ask your self this.
If a machine could catch all the surface errors my students make on their writing, what other aspects of my students' writing would I want to spend more time on? Start thinking about how you can give some of the tedious aspects of your job to a machine so that you can spend more time on a higher order analysis of the ideas and the flow in your students' writing.
Instead of thinking of writing as a grammar test, you will be able to see it as communication. Your job is not going anywhere, but it might get a little more interesting. In order to use a grammar checker effectively in an ESL course, teachers must, in my opinion, do two things: 1 create a routine in which students are required to use the grammar checker every week, and 2 set a standard of zero avoidable errors.
To ensure students stick to the routine, teachers can assign a writing task at the end of each lesson and deduct points if the text contains avoidable errors. What are avoidable errors? Avoidable errors are those particular errors students can correct for themselves because they have received form-focused instruction or because a free grammar checker like the Virtual Writing Tutor can detect them and suggest corrections.
In other words, a student who submits a text that contains errors in grammar that was thoroughly taught in a previous lesson or contains errors that can be eliminated by using the Virtual Writing Tutor grammar checker is a student who has not met expectations.
Submitting texts containing avoidable errors to a teacher indicates a lack of learning or care, and should be scored lower than texts without avoidable errors. In two of the courses I teach, my students must submit 12 texts over 15 weeks. The first 11 of those texts must be checked with the Virtual Writing Tutor grammar checker and have all avoidable errors eliminated. Each text is scored using a simple rubric. It must be words in length, contain the target structures from the lesson, and have all avoidable errors elimnated using the Virtual Writing Tutor.
The only exception to my rule about using the Virtual Writing Tutor is with the final exam. On the final, students do not get access to the VWT because I expect that they have learned to eliminate their most common errors by then. Use the target structure tool with the Vocabulary Checker to quickly find the grammar, phrases, or vocabulary students have been asked to iclude in thier writing. One of the best ways I have discovered to incorporate an online grammar checker into my ESL lessons for my non-fluent learners is to create a series of steps in a collaborative narrative writing project.
Both my Actively Engaged on the Job and Actively Engaged at College textbooks involve collaborative narrative writing projects. Here's how the project works. Students are placed in groups of Each student creates a fictional character, describes him or her using the first person, and makes his or her character interact with the other students' characters within the context of the shared story. Depending on the level, the characters live together as roommates Actively Engaged at College or work together as colleagues Actively Engaged on the Job within the collaborative narrative.
Each week, I ask students to plan one episode of their story with the help of their groupmates. For homework, I ask them to write the current episode in the story, eliminate all avoidable errors using the Virtual Writing Tutor, and submit it to me for points.
Writing that contains avoidable errors is penalized for not having applied the necessary revision strategies. The following week, I ask students to read what they wrote to their groupmates. I encourage them to use the VWT's text-to-speech function to help them with their pronunciation. In this way, they get to practice a more target-like form of English in a meaningful and social way. For more advanced levels, I ask students to create a blog on Blogger and write listicles, glossaries , career summaries and hypertext narratives related to their fields of study.
Again, I require students to eliminate avoidable errors using the Virtual Writing Tutor grammar checker and paraphrase checker to avoid plagiarism. Each blog post is peer-reviewed by two or more fellow students and submitted to me for a grade.
Of course, if the Virtual Writing Tutor misses some of their errors, I provide feedback -- but only after they have eliminated many of their errors using the online grammar checker. That's how I use the VWT. Perhaps you have found another way to use the Virtual Writing Tutor.
I would love to hear how you do it. Send me a message when you have the time. Translate feedback to :. Enter a comma separated list below. Select either case-sensitive or case-insensitive.
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