Correcting & Marking Texts

During the RGC workshop, the narrative texts collected from the community are used to study syntax, morphophonology and the functions of various morphemes and particles. 

The first step in this process is to review the texts together, then mark the different word categories, morphemes and particles that occur. As each element is marked, the team makes observations about its function and any changes in sound patterns. Frames can then be used to further study various features of the langauge.. 

Guides for correcting and marking texts are provided below, as well as guides for identifying word categories and minimal pairs.

Stage 1: Correcting Texts

The first step in using texts is to check them for correct, natural wording. During these sessions, the facilitator and participants discuss the sociocultural context (for example, when the story would be told and by whom) and revise any wording that needs changing. This process should be done for all 8-10 texts. 

It is recommended to correct at least 1 text each day of the workshop. For some groups, this process can take up to 1 hour per text. Other groups have little to correct. 

A guide on facilitating a text correction session is provided below. 

Overview: Correcting Texts

Time Estimate:

 1 hr per text

Materials Needed

• Printed, unmarked copies of each text for every participant

• Regular pencils + erasers

• The facilitator's set of marked texts

The facilitator should bring his/her set of texts that were marked with various colors and shapes in preparation for the workshop. These texts should include notes of places where the meaning is not clear and where there seem to be inconsistencies in writing that are not likely due to differences in grammar.

Instructions

1. Select a text and read it together two times. Discuss the meaning of the story and its sociocultural context. Then ask a participant to retell the story in their own words. 

2. Following the guide below, correct the wording of the story as a group, one line at a time. Ask about any writing inconsistencies you notice that are not likely to be related to grammar. 

3. After a text has been revised, update its FLEx file. 

4. Repeat the process for all 8-10 texts received from the community. All texts should be reviewed and edited by the end of the workshop. 

Stage 2: Identfying Word Categories

Before marking specific words, it is often helpful to talk about the general word categories that exist in the langauage, along with examples. A guide for how to do this, using a “Word Category” Chart and sentence frames, is posted below. 

Overview: Identifying Word Categories

Materials Needed

• Facilitator’s prepared  “Word Category” Chart + sentence frames

• Printed, unmarked copies of each text for every participant

• Set of colored pencils for each participant

• Whiteboard + colored markers (at least 4 colors)

• Notebooks for all staff and participants

• Regular pencils + erasers

Instructions

1. Write your "Word Category" chart on the whiteboard. Have a volunteer read aloud the first sentence in context of the story from which it was taken. 

2. Gather participant feedback on whether the first sentence is correct. Revise the sentence, if needed. 

3. Following the guide below, ask participants which words in the sentence might be nouns and which word might be a verb. Continue discussing the remaining sentences and word categories in this way, always reading new words in context of the story before discussing them. 

Stage 3: Text-Marking

After a text(s) has been revised, the facilitator can walk participants through the process of marking the different word categories, constructions and particles that occur in the texts. These elements are marked one at a time with a unique shape and color (using the same marking scheme the facilitator used when preparing for the workshop). As each element is marked, its use and meaning are discussed. 

A guide for faclitating a text-marking session is posted below. 

Overview: Marking Texts

Materials Needed

• Printed, unmarked copies of each corrected text for every participant

• Set of colored pencils for each participant

• The facilitator's set of marked texts

The facilitator should bring his/her set of texts that were marked with various colors and shapes in preparation for the workshop.

Instructions

1. Select a particular word category, morpheme or other construction to investigate. 

2. Show participants how to mark the text, using the same shape and color you used when preparing for the workshop. 

3. Following the guide below, discuss the use and meaning of the word/morpheme/construction as you mark its occurence in the text. Use frames to research the element further, as applicable (see Frame-based Sessions).

4. Repeat the process until all relevant word categories, morphemes and constructions have been marked. 

Identifying Minimal Pairs

In addition to marking word categories and morphemes, the workshop team should identify any minimal pairs that occur in the texts. Comparing and contrasting these pairs is an important step in determining whether or not marking tone would improve reading comprehension. 

A guide for facilitating a session on minimal pairs is posted below. 

Overview: Minimal Pairs

Materials Needed

• Facilitator's "Minimal Pair (Group)" Chart

• Whiteboard + colored markers (at least 4 colors)

• Printed copies of each text for every participant + colored pencils

• Notebooks + regular pencils for every participant

Instructions

1. Write examples of minimal pairs on the board. 

2. As a group, read the words in the context of the story and mark them with the appropriate shape and color (based on the color scheme used in "Marking Texts" above). 

3. Discuss each word's meaning and mark its tone melody, using the guide below.

4. Repeat this process for every set of minimal pairs (groups) that occur in the texts and document the results.