Hi Chris

 

We don’t tend to differentiate between native and non-native speakers but at our institution we do recognise the significant proportion of our students who will have dyslexia, as well as our even more significant numbers of students who come from all walks of life. We mark against a range of criteria, one of which is communication and presentation, but this does not tend to break down into grammar and syntax etc, but focusses rather on clarity of expression and consideration of academic convention. This is true of our more traditional forms of assessment such as reports or dissertations although I imagine the nature of our practice based disciplines may make us different to many of your respondents.

 

All best

 

Alison

 

 

HI list,

 

Can anybody offer some advice on how they, or their establishment, mark assignments for non-native speakers? IN that, is there a tolerance allowance for grammar, syntax and choice of non-subject-specific vocabulary?

 

Thanks,

Chris