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Teachers' Marks for Electronic Text


Please read this page about the core proofreading system (http://www.wku.edu/~sally.kuhlenschmidt/proofread.htm) before trying to use the current page.


To practice using these marks, click here (http://www.wku.edu/~sally.kuhlenschmidt/proofprc.htm)

General Marks for Teachers

Marks for Teachers to use in grading when they want the student to identify the problem. (For precise codes, see the following section "Specific Marks for Teachers.")
Ascii Mark Description Original Text Example Corrected Text
* The following word has a spelling error. If * precedes a sentence then * refers to multiple words w/in the sentence.

a. This is fine cfofee

b. This si fine cfofee

a. This is fine *cfofee.

b. *This si fine cfofee.

a. This is fine coffee.

b. This is fine coffee.

** Grammar needs correcting in the following sentence. This are fine coffee. **This are fine coffee. This is fine coffee.
**~ Run-on Sentence. I know students are tense there are many reasons for anxiety. **~I know students are tense there are many reasons for anxiety. I know students are tense. There are many reasons for anxiety.
*# Punctuation needs correcting in the following sentence. It may refer to one or multiple instances of problem punctuation. It may refer to additions or deletions. Smith said "This is fine coffee Mr Jones" *#Smith said "This is fine coffee Mr Jones"

Smith said, "This is fine coffee, Mr. Jones."

{Note: 2 commas and 2 periods added}

 

Specific Marks for Teachers

Some teachers need or want to indicate the type of error, in order to instruct the student in grammar and usage. For these purposes, the following table provides numerical codes to be combined with the * core code. This is an organic list and may grow as contributions are made.

Instructors may, of course, also use the core proofreader's marks detailed on the core proofreading system page (http://www.wku.edu/~sally.kuhlenschmidt/proofread.htm).

After making corrections, to ensure all of the marks have been eliminated, the Author would be wise to do a final Search for proofing marks. Because some of the marks may be used by the Author as part of the text, the author should avoid having the software search and replace without personally verifying each instance.

Specific Marks for Teachers when they want to convey the precise problem. (For general codes see the above section.)
Ascii Mark Number Code Example Corrected Text

Significant grammatical errors.

*Arabic numeral*

e.g., *1*

 

1. Verb form.
They had *1*went to town.

They had **went to town. {Using the regular marking system.}

They had gone to town.
2. Subject/verb agreement. *2*We was late to class. We were late to class.
3. Inconsistency/sequence of verb tense. Sylvia stopped me & then she *3*says she's annoyed with me. Sylvia stopped me & then she said she's annoyed with me.
4. Pronoun case. *4*Me and him went to town. He and I went to town.
5. Pronoun/antecedent agreement. *5*The student hopes their paper gets a good grade. The student hopes her paper gets a good grade.
6. Pronoun reference error. *6*He said he would tell him what his assignment was. Bill said he would tell Tom what Tom's assignment was.
7. Confusion of plural & possessive.

*7*The student's hoped to pass the teachers test.

The student%'s hoped to pass the teacher#'s test. {Using the regular marking system.}

The students hoped to pass the teacher's test.
8. Confusion of adverb & adjective. I did *8*good on the test. I did well on the test.

Punctuation error affecting sentence clarity.

*#Arabic numeral*

e.g., *#1*

 

1. Run-on Sentence, comma splice, or fused sentence.

*#1*Sylvia went on and on just like blah blah....the end.

**~Sylvia went on and on just like blah blah....the end. {Using the regular marking system.}

Sylvia talked at length.

2. Comma needed before introductory elements.

*#2*Seeing the wreck I turned down a side street.

Seeing the wreck#, I turned down a side street. {Using the regular marking system.}

Seeing the wreck, I turned down a side street.
3. Nominative of address.

*#3*The truth Nancy is that you have not solved the mystery.

The truth#, Nancy#, is that you have not solved the mystery. {Using the regular marking system.}

The truth, Nancy, is that you have not solved the mystery.
4. Comma needs to be added or deleted to achieve clarity.

*#4*Before six students should be home.

*#4*The president of the class, resigned.

#, or %

Before six, students should be home.

The president of the class resigned.

5. Incorrect hyphenation.

*5*He suffered from a mis-apprehension

#- or %

He suffered from a misapprehension.
6. Insert periods in abbreviations.

*#6*I support the SPCA.

I support the S#.P#.C#.A#. {Using the regular marking system.}

*#I support the SPCA. {Using the regular marking system.}

I support the S.P.C.A.

Sentence structure error.

*ssArabic numeral*

e.g., *ss1*

 

1. Awkward construction/ sentence coherence.

*ss1*This outstandingly fine coffee is great and the coffee pot it is served in, made by my grandfather, is also wonderful.

{May use **~ code.}

This is fine coffee. It is served in a wonderful pot made by my grandfather.
2. Ineffective sentence fragment. *ss2*The boy who won the game with a last-minute shot. The boy won the game with a last-minute shot.
3. Placement of adjective & adverb modifiers w/in the clause.

*ss3*I only went because the boss insisted.

I *tr only went because the boss insisted. {Using the core codes.}

I went only because the boss insisted.
4. Excessive repetition of a word, phrase, or structure. *ss4*Coffeemakers are strong supporters of coffee and prefer strong coffee. The coffee producers tend to like their drink to be strong.
5. Redundancy. *ss5*In my opinion, I think the judge is wrong. I think the judge is wrong.
6. Break in parallel structure.

*ss6*I like boating, skiing, and to go ice skating.

I like boating, skiing, and %-to go-% ice skating. {Using the regular marking system.}

I like boating, skiing, and ice skating.
7. Misplaced/dangling clause or phrase. *ss7*The watchman saw a man climbing through the dorm window on his regular nightly tour of the campus. On his regular nightly tour of the campus, the watchman saw a man climbing through the dorm window.

Word choice or diction problem.

*wcArabic numeral*

e.g., *wc1*

 

1. Wrong word/malapropism.

*wc1*I will follow an exercise regiment this year.

*wc1*In my town, everyone conjugates at the post office.

I will follow an exercise regimen this year.

In my town, everyone congregates at the post office.

2. Cliche. *wc2*All's well that ends well. Participants were satisfied.
3. Language too stilted or too colloquial. *wc3*A victorious outcome is possible when one exerts extreme physical effort and meticulous attention to detail. Winning may occur following effort and care.
4. Word choice too vague or confusing. *wc4*He wanted the thing to cover every aspect of the field. He wanted the report to cover the entire field.

Usage violations.

*uvArabic numeral*

e.g., *uv1*

1. Capitalization, punctuation, or font choice in title.

Following MLA Style:

*uv1*"Analysis of The Black Cat by Poe" {This is the title of a paper.}

*uv1*I read MENDING WALLS by Frost and "The Last Of The Mohicans" by Cooper.

Following MLA Style:

Analysis of "The Black Cat" by Poe

 

I read "Mending Walls" by Frost and The Last Of The Mohicans by Cooper.

2. Punctuation in address or date.

*uv2*22nd Ave S

*uv2*Jan 9/00

22nd Ave. S.

Jan. 9, 2000

3. Pronoun choice (who, which, that, & reflexive pronouns).

*uv3*The man which finished first was not the winner.

*uv3*The news was a shock to Jill and myself.

The man who finished first was not the winner.

The news was a shock to Jill and me.

Paragraph structure problems.

*pArabic numeral*

e.g., *p1*

1. Unity/focus. These items require direct instruction from the teacher with regard to the particular meaning.
2. Development.
3. Transition (word or phrase) needed.

To practice using these marks, click here (http://www.wku.edu/~sally.kuhlenschmidt/proofprc.htm)


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Website created: June 1996. Page Created: August 6, 1999. Last Modified: September 22, 2007.