Re: [Phys-L] Lab reports by non-native English speakers

[Ali Eryılmaz <eryilmaz@metu.edu.tr>]

I am not a native speaker of English. Sorry for any failings.

In order to decide what to measure (grade) in a course, we have to look 
at our objectives. If our aim is to teach it then we should measure it. 
Otherwise we shouldn't measure it.

As a finger rule, if we are teaching it as a part of our course, then we 
should measure it. Otherwise we shouldn't measure it. However, even if 
you do not teach it in your course but you think that it is important, 
giving feedback for improvement could be excellent without grading it.

Regards,

_________________
Dr. Ali Eryılmaz

On 22.9.21 17:23, Peter Schoch wrote:
> I am in a quandry, and need some perspective from anyone who routinely has
> non-native English speakers in their classes.   This is the first time, in
> a long time, that I have non-native English speaking foreign students in my
> Physics class (and not all from the same country).  I have all my students
> write lab reports, one every other week, rather than "papers" -- I consider
> this the science-y equivalent of writing across the curriculum.
>
> My problem is that because these students are not native speakers their
> grammar suffers.  I don't want to penalize them for not being native
> English speakers/writers, on the other hand I believe I need to deduct some
> points for failings.  For instance, awkward phrasing or poor word choice
> may just be a translation problem and I want to allow that -- with
> suggestions for improvement.  However, conjoining sentences into run-ons,
> or having poor transitions between ideas I would think are not translation
> problems and should be penalized.
>
> I would be grateful for any suggestions, etc.
>
> Thanks in advance,
> Peter Schoch
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