Students often struggle to discover why they are not succeeding in English. This is despite receiving multiple assignments back with comments and tick boxes seemingly indicating what is wrong. It is as if there has to be a moment of recognition, a light bulb that switches on and makes it possible to move forward.
Sometimes models help; at other times pointing out the method, much like a recipe or scientific experiment, can link to the student’s innate sense of logic.
Most often though students need to actually see me marking their work. How does she assess this? Oops, that word’s wrongly spelled again. And so on.
Talking through the marking as you go through the essay (or story, or whatever) can be an eye-opener for a student. If only we had the time to do this with each of them!