Page 17 - Accents December

Accents
The main problem I found with this strategy was the fact it was quite time consuming for the students to find the mistakes by themselves and sometimes they would not even succeed.
A new context... Strategy 4 (Term 3, of the following year)
Unfortunately, a change of school for me, meant having to stop the process of Action Research for few months. However, with a new group of Year 12 Spanish Ab Initio students, I decided to try one new strategy I thought would work for them in their last term of their studies. This strategy was similar to 3 but this time it was the students themselves who would choose, among a list common errors, which ones they would focus on in their writing. They would then engage in peer editing using that area/s of focus to then finally leave a list of the errors they thought they still had in their writing. Everything was still done using lesson time. Only after this short process, I would read the piece of writing and highlight and correct any mistakes that were left. I would also confirm (with a tick), deny (with a cross) or add (with a note) the types of mistakes remaining. Two examples of this strategy can be seen in the images below.
Volume 23 Number 1 Page 17