Responding to Writing
It's important to understand the difference between response and correction.
Response can certainly include correction--of grammar, spelling, word choice, format, etc.--but it's not limited to that. In fact, correction is only a small part of response. Equating response and correction happens when instructors limit their comments to the final copy of a writing assignment, when the grade is to be administered. But there are many opportunities at different stages of writing assignments for instructors to ask questions, provide information, make encouraging comments, and suggest research directions or other background reading. And research demonstrates that responses to earlier drafts may be more beneficial than a single corrective response at the end. After all, students who are getting the final copy back are interested in seeing the grade and moving on; thus, they may pay little attention to the comments, and--if that assignment isn't linked to others--they have little incentive to, anyway!
Instructors should keep 2 precepts in mind when they are responding to the writing of their ESL students:
1. It's impossible to respond to everything. Even writing teachers--whose course content is largely writing itself--do not have time to mark every item worthy of response. And for instructors in other disciplines, who use writing as a way to assess students' knowledge of other content or who use writing to teach discipline-specific forms and practices, time may be even more precious. In fact, even if it were possible to mark everything, doing so may overwhelm students.
2. Some errors may not go away--at least not for a long time. Second-language English speakers who have advanced degrees in English, even after decades of language instruction and interaction with native speakers, may still forget to use articles ("a," "an," and "the") in front of nouns, may confuse prepositions, and may have trouble using specific idiomatic expressions. If this is the case, then instructors who spend time marking word-level annoyances may better spend their time on other things.
So, it's necessary to prioritize. Especially on early and intermediate drafts, it makes sense to pay more attention to organization, argument, and development of examples/evidence than to sentence- and word-level concerns: students at early stages are often still brainstorming, planning, and organizing, so they may not have started focusing on editing anyway.
However, ESL students often expect at least some response on "the mechanics" anytime they receive feedback. In order to make that feedback as productive as possible--given the precepts listed above--instructors should only mark problems that are
Stigmatizing
Significant
Persistent
Stigmatizing errors are those that are most likely to annoy or put off either native-English-speaking readers or expert readers in the student's field. No matter the quality of the writing otherwise, stigmatizing errors can turn readers off.
Significant errors are those that may not necessarily stigmatize but that may impede comprehension. While a misplaced comma may not interfere with a text's readability in many cases, problems with verb tense or idiom may produce serious misunderstandings.
Persistent errors are those that occur frequently and appear to follow a pattern.
Where to Comment
Ideally, and time permitting, instructors should respond to writing both by writing a general note at the end and by writing selective marginal comments. Marginal comments are often helpful because they can be placed right next to the items that instructors most want to call attention to. But writing too many marginal comments can focus students' attention on the trees instead of the forest. End comments provide good opportunities for "global" remarks, but because of their location, they tend to be general. They work best when they provide an overview that the marginal comments can then exemplify.
When time is tight, end comments that call students' attention to patterns in their writing and that give at least a few specifics are best.
How to Comment
Comments should balance praise and criticism. Writing is inherently risky, especially when it's done in another language, so positive, encouraging comments are definitely appropriate. But many ESL students expect and are motivated by critical comments, too, and they may be suspicious if they only receive praise.
Comments should reflect instructors' expertise in the subject matter and in the practice of writing in the field. Sensitivity to different cultural norms in writing is appropriate, but students expect their teachers to be experts. Modeling effective writing through the use of published and/or successful student examples can be compelling. And instructors can help students gain expertise themselves by requiring them to look for such examples.
Comments should ideally be part of a conversation that extends beyond this assignment/this draft. ("I think you've made progress on this point since the last draft/last assignment...") Students are more motivated to read and act on comments if they know they're not merely writing discrete assignments. ESL students often respond especially well to such feedback because they may see themselves as continual English-language learners.