Please correct the English composition, the third level of high school.

There is no problem with the formatting, there is a problem with some of the grammar.

1.The first paragraph of Chinese language is capitalized, and the summer camp should be larger, using Chinese summer camp as an exclusive noun.

2.The second paragraph, in the 20 days, is changed to during the 20 days to be more standardized, meaning 20 days.

3.The second express is a verb, and expressions should be used here to express it.

4.Chinese history needs to be preceded by the definite article the; with an interesting way, there is no such statement, change with to in, which means "in what way", a becomes an, interesting is the vowel first.

5.If the definite article is missing before the museum, it could be changed to a local museum.

6.In the third paragraph, change to go with us, because you are going together, not together.

Hello, I will make a graded correction of this essay, if you have any detailed questions, you can consult further.

Theoretically:

Main point score: 5+5+5 15 points in total.

Sub-points: Appropriate beginning and end, (1-2 points).

Background information (1-2 points).

Detail development (0 points).

4 points remaining: only 1-2 points can be given.

This is a theoretical score, but in practice if you don't expand on it, you may continue to deduct your points from the main points. So.

16,17 points is relatively normal, after all, the font is passable.

Decent, no major fallacies, 18-20 bar.

After 20 years of teaching, I change my homework every day, and what I am most afraid of is the student's English composition. Writing the wrong words, using the wrong sentence patterns, having grammatical errors, and all kinds of problems. If some students want to help him correct his mistakes one by one, it is equivalent to the teacher writing a new essay for him.

This will inevitably lead to a long review time and affect the work of other links. If it is roughly reviewed, it will hinder the improvement of students' English writing skills. In response to this problem, I found a set of methods that I thought would work.

Different grading methods are used according to different situations. If writing is done in class (each unit enrichment section has an activity for the ability to write). Take everyone to approve.

The specific operation is to draw two students to write on the blackboard, and the other students to write in the exercise book. After writing, I became a teacher with my classmates and looked for mistakes in the essays written by two classmates on the blackboard. Ask students who have made similar mistakes to correct them.

Point out the deficiencies of the article and what needs to be improved. At the same time, it is also necessary to point out the advantages that students can learn from. Follow.

Through the method of everyone as teachers and working together to correct the composition, it not only mobilizes the learning atmosphere of the students, but also deepens the impression of the students who make mistakes, so that they will not make the same mistakes again.

If it is an after-class essay, it will be carried out in the form of receiving auspicious criticism and slight criticism. Make sure that each student has a few opportunities to criticize the English writing in one term. When grading, change the vocabulary in the student's writing.

Syntax. Errors in the rules. Even word spelling, capitalization, punctuation, and other grammatical errors are included.

Point out the problems that students have and indicate the direction of their efforts. If you approve a little, only draw circles and dots, and score the grade. Inspire students to find their own mistakes.

Develop their ability to learn spontaneously.

If the text is in a self-study class, the method of mutual correction will be adopted. First, the teacher will explain the key points of correction, point out the methods and principles of correction, and pay attention to the specific points of correction. Such as:

Capitalization, word spelling, punctuation, tenses, voice, pronouns, sentence structure, sentence order, and much more. Let students know what to expect, so that they can mark in more detail.

Of course, after different methods of writing correction, some students may still have the same level of writing. At this time, it is necessary to find free time for face-to-face correction. It is to mark face-to-face in front of students.

Point out the mistakes in person and let the students correct the mistakes themselves to deepen the impression. After the change, let the students experience it again. in order to better organize your thoughts.

These are some of the methods I found in grading English essays. I hope that my peers will give me more opinions to help me do a better job in teaching.