Give learners this key at the start of the course. Codes show where and what kind of error; learners find the correction themselves, which leads to more learning than reading the teacher's correction.
| Code | Meaning | Example (coded) | Correction |
|---|---|---|---|
| Sp | Spelling | my freinds[Sp] | friends |
| T | Tense | Yesterday I go[T] | went |
| VF | Verb form | I enjoy to swim[VF] | enjoy swimming |
| Agr | Subject-verb agreement | she like[Agr] | likes |
| WW | Wrong word | I made[WW] my homework | did |
| WF | Word form | It was a success[WF] party | successful |
| Art | Article | I went to beach[Art] | the beach |
| Prep | Preposition | arrived to[Prep] London | in |
| WO | Word order | I very enjoyed[WO] it | I really enjoyed it / I enjoyed it very much |
| ^ | Missing word | I went ^[^] Paris | to |
| X | Extra word | I called to[X] my mum | (delete to) |
| P | Punctuation | Its[P] cold | It's |
| C | Capital letter | in january[C] | January |
| Reg | Register | Hey Mr Smith[Reg] (formal email) | Dear Mr Smith |
| ? | Meaning unclear | The life is a road of colours[?] | (rephrase) |
| // | New sentence or paragraph | ...it was hot // we went | Split |
Marking with codes
- Code only what the learner can correct: errors in language they have studied. Reformulate (write the correct version) for language above their level.
- Choose 2-3 focus areas per text (often the most frequent patterns) rather than coding every error.
- Underline without a code for higher levels or for errors the learner knows well (they find the type too).
- Add a positive comment first and a content comment: is the message clear, is the task done?
Using coded feedback in class
- Return texts with codes; learners correct in pairs using the key (10 minutes).
- Learners record their top errors in a personal error log (error, correction, rule).
- Redraft (or rewrite one paragraph) and highlight the corrections.
- Teacher checks the corrections, not the whole text again.
Electronic marking
In a word processor use comments or highlight colours per code; in an LMS, a rubric plus inline comments; keep the same code key so learners recognise it.
academic-english-eap-course-planner
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actfl-proficiency-curriculum-mapper
Map world language curricula to the ACTFL framework: proficiency levels (Novice, Intermediate, Advanced, Superior, Distinguished with sublevels), functions, contexts, text types and accuracy, proficiency vs performance, the three modes of communication (interpretive, interpersonal, presentational), the 5 Cs World-Readiness Standards, backward-designed thematic units with Integrated Performance Assessments, typical programme targets and FSI time estimates. Looks up approximate ACTFL-CEFR-ILR equivalences with what each level can do, and checks a unit map for missing modes, rehearsed skits mislabelled as interpersonal, translation or word lists as interpretive tasks, and units without an integrated performance assessment.
adult-literacy-esl-lesson-builder
Build lessons for adult ESL learners who are developing literacy (LESLLA learners: pre-literate, non-literate, semi-literate, literate in a non-Roman script): learner profiles and sensitive initial assessment, principles (oral language first, known to new, systematic phonics with adult-relevant text, repetition, classroom skills, respect for experience), a lesson routine (oral warm-up, review, new grapheme, blending, segmenting, decodable text, writing, functional literacy, Language Experience Approach), a phonics sequence for adults, sight words, functional literacy targets (forms, signs, medicine labels) and portfolio assessment. Checks whether a reading text is decodable with the letter-sound patterns and sight words taught so far, catching untaught digraphs, listing non-decodable words with the untaught part, and suggesting the most useful next patterns.
authentic-material-lesson-adapter
Turn authentic material (news articles, podcasts, videos, songs, menus, timetables, adverts, social media posts, forms, infographics) into language lessons by grading the task rather than the text. Selects texts for interest, relevance, exploitability, coverage, cultural load and rights; finds the 4-6 words to pre-teach, words to gloss on the page and words learners can ignore, plus names and cultural references to explain, with reading time by level; and builds a lesson shape (lead-in, pre-teach, gist or scanning, graded detail task, language focus on chunks and register, response) with task ideas per material type and level from A1 to C1. Covers copyright, fair dealing and fair use, Creative Commons and attribution.
can-do-statement-writer
Write and review can-do statements for language courses, units, lessons and learner self-assessment, CEFR or NCSSFL-ACTFL style: action (observable verb) + text or situation + level-specific conditions, learner ('I can') and descriptor ('Can') versions, progressions of one activity from A1 to C1, and coverage of reception, production, interaction and mediation. Includes a verb bank by mode and level and condition and text-type banks. Lints statements for teacher-centred phrasing, knowledge instead of use (learn, know, understand the passive), missing context, two skills in one statement, vague quality words, grammar items as outcomes, overlong statements and missing modes in a set.
cefr-aligned-syllabus-builder
Build language course syllabuses aligned to the CEFR (A1-C2, plus levels, Companion Volume 2020): entry and exit levels, guided learning hours and course length (with an L1-distance adjustment), syllabus type (topic, functional-notional, task-based, skills-based, multi-strand), unit-by-unit can-do outcomes, grammar from a core inventory by level, vocabulary, functions, pronunciation, balance of reception, production, interaction and mediation, recycling and assessment points. Checks a syllabus for units without can-do statements, core grammar for the level not covered, items above the course level, skills missing from most units and units with no vocabulary or functions.