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Annotated Student Writing |
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| Before one can define a problem they must make sure that
the problem at hand can be structured for action by policy institution (Guess and Famham,
9). According to Guess and Farnham policy problems fall into three categories. The first
is well structured, the second is moderately structured and the third ill structured,
based on their degree of complexity and interdependence is the most common and potentially
dangerous situation. Once you suppose out with category your problems fall into you
can start to analyze the problem. Welsh and Harris begin analyzing the problem by investigating
knowledge about this problem. |
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This writing is from an international
student who has studied some English in his country. He seems to have a certain level
of grammatical correctness but lacks fluency and clarity as a result of limited practice
using English, especially for academic purposes. However, he comes with academic skills,
such as critical and analytical thinking skills, which allow him to understand what
he reads. It is, however, difficult for him to summarize or describe what he has learned,
so he tends to incorporate sentences from the text into his writing, which mask his
voice. He uses his own words only when analyzing the material read, and this is where
the lack of fluency, clarity and accuracy are evident. The result is uneven language. |
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- Distinguish the sentences lifted from the text from student's original or paraphrased
sentences. Notice that original sentences may be unclear or incomprehensible.
- Notice student's inability to paraphrase clearly and to incorporate lifted phrases
into their own sentence structure.
- Identify non-idiomatic usage that sounds unnatural to an English speaker.
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International Student Sample Writing
Generation 1.5 (U.S. educated language learners) Sample Writings
International
Student Sample Writing
Analysis of sample
writing 