Student Essays Feedback

Identify the linguistic/grammatical/stylistic features that might be cause by spoken language interference and/or dialect influence.
Prioritize the linguistic/grammatical/stylistic issues that you would work on.
Talk about how you might work on the issues in a tutoring session.

Essay 1
Linguistic/Grammatical/Stylistic features possibly caused by spoken language interference (in order of priority):

• possessive "s"
• word choice
• present tense "s"
• past tense "ed"

I would work with this student by using "I noticed..." statements to try to raise the student's awareness of certain recurring issues and possibly work on word choice to more strongly deliver the message of the writing.

Essay 2

Linguistic/Grammatical/Stylistic features possibly caused by spoken language interference (in order of priority):

• word order/phrasing
• dropped "s"
• trouble with "go" verb
• double negative

This essay's content directly confronts some of the issues I'd be facing in working with the student, and I would use that to my advantage to try to make them aware of some of the little things they can do to refine their writing and message.

Essay 3

Linguistic/Grammatical/Stylistic features possibly caused by spoken language interference (in order of priority):

• spells word "itself" as it sounds
• trouble with "be" verb
• plural "s"
• possessive "s"
• specifying tense with "s" or "ed"

For this student, I might start with the last word in their passage, "it's self," which I think the writer is using to mean "itself." I would begin by noting how a lot their work is written as it sounds, which is both good for meaning and bad. We would refine their work, especially the verb "to be" and some of the dropped "s" words.

Essay 4

Linguistic/Grammatical/Stylistic features possibly caused by spoken language interference (in order of priority):

• run-on sentences
• fragments
• plural "s"
• past tense "ed"
• added "s"

In order to focus on meaning for this passage, I would work first with the student's run-on and fragment sentences towards creating more coherent statements that reflect their main points. We can also dissect those sentences to confront some of the other "s" and tense issues that pervade the paper.