On Reviewing and Improving Written Work Teachers feel very f

On Reviewing and Improving Written Work
    As a teacher, one of the more frustrating things about checking students’ writing is finding small mistakes that are (or should be) so easily picked up before the writing assignment is submitted. Another frustration is seeing words that are just too easy and simplistic—we (teachers) know that you (students) know more than you think you know! This means, you have a deep vocabulary but you don’t use it enough. Of course we teachers also understand that writing is difficult and that you want to finish your homework and get on with life. However, if you take a little more time once you have finished a writing activity (paragraph, report, essay etc.) there can be a much more satisfactory outcome all round.for yourself, your teachers and your language ability (your grade). It might also be useful beyond your language studies and even beyond university. Here are some practical tips for you to think about and use.
    First, up-grade your vocabulary. Most students write using their existing and largely surface vocabulary—words that come to you without much thought. This is understandable because, as you write and think you have to juggle many things in your mind. Your vocabulary is like an iceberg. You can only see 20% of an iceberg above the water, but most of it is below the surface. Similarly you know and recognize many more words than you actively use. You can improve your writing by up-grading, or improving, your vocabulary by diving under the surface for better words and expressions.
    Second, understand your problems and weaknesses. This is fairly simple:understand what kinds of mistakes you make (often very small ones) or habits you have that weaken your writing. If you don’t know, look back at any work that has been corrected by a teacher. Often the same mistakes are made. Do you forget or mix up articles (a, an, the)? Are all your sentences about the same length or similar structure? You might also look at whatever writing textbook you have used and list the kinds of things that it focuses on. It might also have checklists you could use. Make a list of these things, keep it somewhere prominent and refer to it when you check your writing.
    Next, listen to your writing. As you write and re-read your work, your eye and brain become used to seeing the words. In fact, according to research at an English university, it doesn’t matter in what order the letters in a word are, the only important thing is that the first and last letter is at the right place. The rest can be a total mess and you can still read it without problem.
    One way to check is to have someone else read your work. However, that’s not always possible. Instead, listen to your writing. Read your own writing aloud onto a tape or MD. Even reading it aloud to yourself will help, but you have to vocalize, or say, the words clearly. As you do this you may catch some things. Pause and make corrections to your writing as you listen, and do it a number of times to be sure. At first you may be shy doing this recording and even shocked at hearing yourself speaking in a foreign language. But if you can sing in front of people at least you can do this.
    Finally, finding a friend or peer review is very helpful too. It is advisable to have another person read your final product before you submit it. If it is someone in the same class or who has the same assignment you can do it as an exchange. A native speaker of the language would also be helpful, but perhaps too helpful. A native speaker who is not a teacher might tend to do too much work for you and you will not benefit in the long-term. Find a friend who is willing to spend some time on your writing and give you constructive comments, advice and criticism. If you are a friend, be honest about where you think improvements can be made. If you are the writer, be open to criticism and consider the advice you are given. Both of you would benefit from the task of peer review, which is what we call this. A peer is someone who is equal to you such as a classmate or fellow student. Often a peer can give you much more feedback than a teacher who might have many papers to check.
    These are only four basic ideas you could use to improve the quality of your writing before you submit it. Admittedly it adds time to your writing activity. It might be time that you invest now rather than time withdrawn later by your teacher who asks you to rewrite it! Taking your time at the re-finish also has other positives. It makes reading your writing much more enjoyable and easier for the reader, and this is usually a teacher who is going to give you a grade. The fewer mistakes I find when I am checking papers the happier I am. I don’t mean to say that you should only write to make teachers happy. What I mean is that a polished piece of writing satisfies everyone.