COLLEGE OF EDUCATION

BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH

THE TEACHING AND ASSESMENT OF GRAMMAR
COLLEGE OF EDUCATION
BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH
THE TEACHING AND ASSESMENT OF GRAMMAR
 COLLEGE OF EDUCATION
BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH
THE TEACHING AND ASSESMENT OF GRAMMAR

INTRODUCTION
“Your grammar is a reflection of your image. Good or bad, you have made an
impression. And like all impressions, you are in total control.”Jeffrey Gitomer
As teachers, we leave a permanent imprint on how students will take control of their
grammar. This is the ultimate reality why grammar correction is important, because
we don’t want the errors to be fossilized. Even if grammatical errors are inevitable, and
they may not define one’s identity, but they certainly define the way one
communicates. Hence, it is vital for us to study and understand the different methods
of marking grammatical errors.

OBJECTIVES
After the discussion, students will be able to:
1. Examine the effectiveness of different marking methods and identify one effective
method for grammar correction;
2. Apply the values of marking methods not merely for correction but as a guide to
foster independence in grammar learning; and
3. Demonstrate the chosen marking method by showing the correct process of
marking and explaining the reason for its selection.
LESSON AND DISCUSSION
I. DEFINITION OF GRAMMATICAL ERROR
A grammatical error is an incorrect use of words, structures, or punctuation that
breaks established rules and can make writing harder to understand. Grammar rules
exist to ensure clarity, but since language evolves, not all deviations are mistakes—
some become accepted over time. In certain cases, deliberately bending grammar
rules can enhance style or emphasis. Learning to recognize, correct, and thoughtfully
navigate these errors helps improve both accuracy and effectiveness in writing.
 COLLEGE OF EDUCATION
BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH
THE TEACHING AND ASSESMENT OF GRAMMAR

II. LIST OF COMMON GRAMMAR ERRORS

1. Subject–Verb Agreement (SVA) – mismatch between subject and verb

number (e.g., She walk to school instead of She walks to school).
2. Verb Tense Consistency – shifting tenses unnecessarily within a sentence or
paragraph (e.g., He plays the guitar and sang yesterday).
3. Misplaced Modifiers – placing descriptive words or phrases too far from the
word they modify, causing confusion (e.g., She almost drove her kids to school
every day).
4. Comma / Punctuation Errors – incorrect use, overuse, or omission of
punctuation marks (e.g., Let’s eat grandma vs. Let’s eat, grandma).
5. Spelling Errors – incorrect spelling that may change meaning or reduce clarity
(e.g., recieve instead of receive).
6. Incorrect Preposition Use – using the wrong preposition in context (e.g.,
angry to someone instead of angry at someone).
7. Missing Parts of Speech – leaving out essential words such as verbs, nouns,
or articles, making sentences incomplete (e.g., She going to store instead of
She is going to the store).

III. METHODS OF MARKING GRAMMATICAL ERRORS

1. Color Coding and Highlighting

2. Correction Symbols

3. Minimal Marking
 COLLEGE OF EDUCATION
BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH
THE TEACHING AND ASSESMENT OF GRAMMAR

III. METHODS OF CORRECTING GRAMMAR ERRORS

1. Color Coding and Highlighting

o Description: A visual method where different colors or highlights are used to indicate specific types of grammatical
errors in students' writing.
o Supporting Evidence:
 Color-coded corrective feedback significantly improves learners’ awareness of mechanical and morphological
errors (Hamid, Nasri, & Ghazali, 2018).
o

Color Error Type Example Correction

Verb Errors / Subject-Verb
Red She walk to school. She walks to school.
Agreement
Blue Punctuation Let’s eat grandma Let’s eat, grandma.
Green Spelling Did you receive it? Did you receive it?
Yellow Prepositions He is good in math He is good at math.
Purple Capitalization i love new York I love New York.

o Strengths:
 Enhances learner awareness by visually distinguishing error types.
 Facilitates immediate identification of recurring mistakes, aiding in targeted learning.
 Supports the Noticing Hypothesis, which posits that learning is effective when errors are consciously noticed.
o Weaknesses:
 Overuse of colors can overwhelm students, leading to confusion.
 May inadvertently shift focus from understanding the error to merely recognizing the color.
 COLLEGE OF EDUCATION
BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH
THE TEACHING AND ASSESMENT OF GRAMMAR

2. Correction Symbols
o Description: Utilizes standardized codes or abbreviations to indicate the type of error without providing the correction.
o Supporting Evidence:
 Correction symbols help learners identify and correct errors independently, promoting autonomy in learning
(Reiff, 2006).

Category Symbol Meaning Error Example Corrected Example

I never work as (VT) a cashier I never worked as a cashier until I got the
Grammar VT Verb Tense
until I got a job there. job there.
After I went to the store, I eat the After I went to the store, I ate the ice cream
TS Tense Shift
ice cream I bought (TS). I bought.
Subject-Verb
SVA / SV The manager work (SV) hard. The manager works hard.
Agreement
Subject The (S^) open from 6 p.m. until The restaurant is open from 6 p.m. until
S (^)
Needed the last customer leaves. the last customer leaves.
The employees are on time and The employees are on time and work
V (^) Verb Needed
(V^) hard. hard.
Apple (PL) are the most
PL Plural Apples are the most nutritious fruit.
nutritious fruit.
Pronoun
The restaurant’s specialty is fish. The restaurant’s specialty is fish. It is
PN Reference
They (PN) are always fresh. always fresh.
Error
Preposition We start serving dinner(Prep.)6
Prep. We start serving dinner at 6 p.m.
Needed p.m.
 COLLEGE OF EDUCATION
BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH
THE TEACHING AND ASSESMENT OF GRAMMAR

Category Symbol Meaning Error Example Corrected Example

The garlic shrimp, fried clamss,
Conjunction The garlic shrimp, fried clams, and broiled
Conj. broiled lobster (Conj.) are the
Needed lobster are the most popular dishes.
most popular dishes.
Diners expect (Art.) glass of
Diners expect a glass of water when they
Art. Article Needed water when they first sit down
first sit down at the table.
(Art.).table
I live, work. (P) and go to school
Mechanics P Punctuation I live, work, and go to school in Walnut.
in Walnut.
The d(=)odgers play in los(=)
= Capitalization The Dodgers play in Los Angeles.
Angeles
SP Spelling The maneger (SP) is a woman. The manager is a woman.
Word Choice
WW Wrong Word Her voice is delighted(WW). Her voice is delightful.
& Form
The food is delicious. (WF)
Wrong Word The food is delicious. Therefore, the
WF besides the restaurant is always
Form restaurant is always crowded.
crowded.
Sentence Wrong Word
Structure &∿ Order / Going store to the I am (∿). I am going to the store.
Style Transpose
He enjoys watching movies,
Faulty He enjoys watching movies, riding his
// riding his bike, and to go (//) to
Parallelism bike, and going to school.
school.
Please don’t (○) that question
○ Missing Word Please don’t ask that question anymore.
anymore.
Unnecessary The student she(∅) studies all
∅ The student studies all the time.
Word the the time.
 COLLEGE OF EDUCATION
BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH
THE TEACHING AND ASSESMENT OF GRAMMAR

Strengths:

 Encourages students to engage in self-correction, fostering deeper learning.

 Saves time for instructors by reducing the need for extensive written feedback.

Weaknesses:

 Students may struggle to understand the symbols without proper training.

 Over-reliance on symbols can lead to misinterpretation of feedback.

3. Minimal Marking
o Description: Places a simple mark (e.g., a check or dot) next to an error without providing the correction, prompting
students to identify and correct the mistake themselves.
o Supporting Evidence:
 Minimal marking facilitates learning by emphasizing performance rather than judging the finished product
(Haswell, 1983; Reiff, 2006).
o

Symbol Meaning Incorrect Sentence Corrected Sentence (with symbol)

A line is drawn under the error so the student She go to school every
Underline She go goes to school every day.
can spot it day.
The incorrect word/letter/punctuation is circled I have two apple. I have (apple)→ apples.
Encircle
She going to market
Check / Tick ✔ Marks a sentence with a serious error ✔ She went to the market yesterday.
yesterday.
Dot (•) or Star Marks a line with a significant error needing He don’t likes play
• He doesn’t like to play basketball.
(*) attention basketball.
 COLLEGE OF EDUCATION
BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH
THE TEACHING AND ASSESMENT OF GRAMMAR

Symbol Meaning Incorrect Sentence Corrected Sentence (with symbol)

They was happy with the [ They was happy with the results.] VT
Marginal Note Code written in the margin to show error type
results. (in margin)

Strengths:

 Focuses on serious or recurring errors, making feedback more targeted and manageable.
 Promotes learner engagement and responsibility in the correction process.

Weaknesses:

 Less effective for students who require more explicit guidance.

 May lead to frustration if students cannot identify the error without additional support.
 COLLEGE OF EDUCATION
BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH
THE TEACHING AND ASSESMENT OF GRAMMAR

[Link] GRAMMAR ERRORS IN STUDENT WRITING : Proponent:Jordan

Ruyle

What (to mark)

 Focus on serious errors — those that block meaning or harm the credibility of
the writer.
 Pay attention to patterns of errors (recurring mistakes) rather than every
single slip.
 Remember that minor errors (like articles or idiomatic usage) may reflect a
“written accent” and don’t always need correction.

When (to mark)

 Early drafts → emphasize ideas, organization, and higher-order concerns.

 Later drafts → shift toward grammar, correctness, and polishing.
 Use selective marking so students aren’t overwhelmed all at once.

Where (to mark)

 In the margin → use notes or error codes (e.g., VT = Verb Tense).

 In the text → underline, circle, or minimally mark errors so students must
engage with corrections.
 On a summary note at the end → list common errors or patterns for the
student to review.

Why (to mark)

 Helps students become aware of grammar issues.

 Builds proofreading and self-editing skills.
 Ensures writing is clear and communicates effectively.
 Keeps the balance between accuracy and developing ideas/voice.

How (to mark)

 Use minimal marking (underline, circle, dot, marginal note) instead of

rewriting.
 Use codes/abbreviations for recurring errors (e.g., SVA, VT, P).
 Correct a few examples then let students fix the rest by themselves.
 Provide feedback as guidance, not as rewriting.
 Encourage revision and self-correction.

SUMMARY: Don’t mark everything. Mark selectively, with purpose, and in a way that
helps students grow as independent writers.
 COLLEGE OF EDUCATION
BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH
THE TEACHING AND ASSESMENT OF GRAMMAR

CONCLUSION:

Grammatical errors are inevitable, but failure to correct them will only fossilize
the mistakes. However, correction should not simply be about providing the right
answer—it should guide students to slowly learn and remember how to correct their
own errors. Through different marking methods, we must take into consideration the
importance of focusing on the most significant error one at a time, rather than
overwhelming students with too many corrections. In this way, grammar learning
becomes more meaningful and easier to master.

ASSESMENT

Instruction: Read the passage below. It contains multiple grammatical errors.

Choose one marking method (Minimal Marking, Correction Symbols, or Color-
Coding/Highlighting) and apply it consistently to the passage.

You must demonstrate the marking process through the way you correct the
errors. This means that as you mark, the corrections should already show how the
error is fixed according to your chosen method:

 Minimal Marking – Place a check, dot, or underline where the error appears
and provide the correction in the passage.
 Correction Symbols – Label the error with the correct symbol (e.g., VT for
Verb Tense, SP for Spelling) and write the correction in the passage.
 Color-Coding/Highlighting – Highlight or color each error by type (e.g., yellow
= verb tense, blue = subject-verb agreement, green = spelling), and directly
correct the word or phrase in the passage.

After completing your corrections, write one short sentence explaining why you
chose this method and how it is effective for you.
 COLLEGE OF EDUCATION
BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH
THE TEACHING AND ASSESMENT OF GRAMMAR

PASSAGE

yesterday I go to the market but then i was buy some fruits and suddenly she tell
me that they is no apples left. running fast to the next store because want buy more
but the vendor were sells bananas, mango and he also offer me a water. I dont like
banana mango but he give to I anyway.

The cashier said, “You can pay card cash” but I not understand what she mean
because this not clear. my friend told me he happy, excited, and enjoy the trip but I
only happy, excited, and crying.

In market the dog bark loud run street quickly. Apples red fresh the in basket.
They was put wrong table. Customer are confused because the their is too many
baskets.

I ask my sister if she wants to come, but she said “No because tired and also.”
This make I upset however I still decided buy grapes, orange, and to shopping bread.

Finelly, when leaving market, the rain start pour and me forgot bring umbrella but
still I walking home happy and sad.

CORRECT VERSION

Yesterday I went to the market, and I bought some fruits. Suddenly, she told me
that there were no apples left. I ran fast to the next store because I wanted to buy
more, but the vendor was selling bananas and mangoes, and he also offered me some
water. I don’t like bananas or mangoes, but he gave them to me anyway.

The cashier said, “You can pay with card or cash,” but I did not understand what
she meant because this was not clear. My friend told me he was happy, excited, and
enjoyed the trip, but I was only happy, excited, and crying.

In the market, a dog barked loudly and ran quickly through the street. The fresh
red apples were in the basket. They were placed on the wrong table. Customers were
confused because there were too many baskets.

I asked my sister if she wanted to come, but she said, “No, because I am tired.”
This made me upset; however, I still decided to buy grapes, oranges, and bread.

Finally, when I was leaving the market, the rain started to pour, and I had forgotten
to bring an umbrella, but still I walked home both happy and sad.
 COLLEGE OF EDUCATION
BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH
THE TEACHING AND ASSESMENT OF GRAMMAR

Rubric for Marking Method Activity

Criteria Excellent (4) Good (3) Fair (2) Poor (1)

Consistently
Mostly applied Sometimes
applied chosen Rarely applied
Application of chosen method applied the
method correctly method or did it
Marking Method correctly with method, but
throughout the incorrectly.
minor lapses. inconsistently.
passage.

Nearly all errors Most errors were Some errors were

Few or no errors
Accuracy of were identified identified and identified and
were identified or
Corrections and corrected corrected corrected, but
corrected.
accurately. accurately. several remain.

Corrections
Corrections
mostly show how Corrections Corrections do
clearly show how
Demonstration the marking somewhat unclear not show
the marking
of Process method works, in demonstrating demonstration of
method works.
with minor method. method.
Easy to follow.
confusion.

Clear, thoughtful
Explanation is
explanation of Explanation is
Reflection clear but No explanation
why method was vague or
Sentence somewhat provided.
chosen and how incomplete.
general.
it is effective.

Work is
Work is neat, Work is mostly Work is very
Neatness & sometimes messy
easy to read, and neat and messy and
Organization or difficult to
well-organized. readable. disorganized.
follow.
 COLLEGE OF EDUCATION
BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH
THE TEACHING AND ASSESMENT OF GRAMMAR

REFERENCES

Grammarly. (n.d.). Definition of grammatical error. [Link]

Hamid, M., Nasri, N., & Ghazali, N. (2018). Colours as a form of corrective feedback in EFL
learners’ writing.

Haswell, R. H. (1983). Minimal marking. Retrieved from

[Link]

Reiff, M. J. (2006). Correction symbols help learners identify and correct errors independently,
promoting autonomy in learning.

Mt. San Antonio College Writing Center. (n.d.). Correction symbols student handout.
[Link]
pdf

Ruyle, J. (n.d.). Marking grammar errors in student writing: What, when, where, why, and how
[Video]. YouTube. [Link]

ThoughtCo. (n.d.). Grammatical Error Definition and Examples.

[Link]

Fiveable. (n.d.). Grammatical Errors (English Grammar & Usage).

[Link]

University of Wisconsin–Madison Writing Center. (n.d.). Twelve Common Errors.

[Link]

Texas A&M University Writing Center. (n.d.). Common Grammar Errors.

[Link]

Oxford International English. (n.d.). Top 30 Common English Grammar Mistakes and How to
Fix Them. [Link]
mistakes/