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Canadian Journal for the Scholarship of Teaching and Learning, v5 n1 Article 7 2014

The minimal-marking project conducted in Ryerson's School of Journalism throughout 2012 and early 2013 resulted in significantly higher grammar scores in two first-year classes of minimally marked university students when compared to two traditionally marked classes. The "minimal-marking" concept (Haswell, 1983), which requires dramatically more student engagement, resulted in more successful learning outcomes for surface-level knowledge acquisition than the more traditional approach of "teacher-corrects-all." Results suggest it would be effective, not just for grammar, punctuation, and word usage, the objective here, but for any material that requires rote-memory learning, such as the Associated Press or Canadian Press style rules used by news publications across North America.

Descriptors: Foreign Countries, Journalism Education, Grading, Grammar, Learner Engagement, Outcomes of Education, Comparative Analysis, College Freshmen, Written Language, Language Tests, Punctuation, Language Usage, Rote Learning, Scores

University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info[at]; Web site:

Autor: McNeilly, Anne


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