1. Connections
1.1. TBLT
1.1.1. When to make corrections?
1.1.2. Offline Correction (After Task)
2. Supportive Feedback
2.1. Work Specific
2.2. Truthful
2.3. Encourage a student to think for themselves
2.4. Extending
2.4.1. Repeating what they have said
2.4.2. Asking follow up questions
2.4.3. Reformulate
2.4.4. Ask for clarification (Pursuit Questions)
3. Mistakes
3.1. Does it need correcting?
3.1.1. Linguistical
3.1.1.1. Grammar
3.1.1.2. Pronounciation
3.1.1.3. Vocabulary
3.1.1.4. Register
3.1.1.5. Combination of any above
3.1.2. Correction
3.1.2.1. Slip (Self Correctable)
3.1.2.2. Error (Cannot be corrected alone)
3.1.2.2.1. L1 Interference
3.1.2.2.2. Developmental Errors
3.1.2.3. Attempt (Doesn't know correct)
3.2. Is now the right time to correct?
3.2.1. Accuracy or Fluency focus
3.2.2. Will it interrupt the activity?
3.2.2.1. Online vs. Offline Correction
3.2.3. 'Gentle correction or prompt'
3.2.4. Will the correction be effective now?
3.3. Who is the best person to correct?
3.3.1. Student (Self Correction)
3.3.1.1. Awareness
3.3.2. Peer
3.3.2.1. Humiliation factor
3.3.2.2. Supportive atmosphere
3.3.3. Teacher
4. Correction for English
4.1. Verbal
4.1.1. Online (on the spot)
4.1.1.1. Self Correction
4.1.1.1.1. Techniques
4.1.1.2. Assisted Correction
4.1.1.2.1. Correction w/ emphasis
4.1.1.2.2. Say incorrect, correctly
4.1.2. Offline (after-the-event)
4.1.2.1. Teacher Notes
4.1.2.1.1. Overview Assesment
4.1.2.1.2. Common Error lists
4.1.2.2. Recording
4.1.2.2.1. Replaying for students
4.1.2.2.2. Transcribing
4.1.2.3. Recognise and 'put right' the mistake
4.2. Writing
4.2.1. Feedback
4.2.1.1. Symbols
4.2.1.1.1. Do the students know the symbols?
4.2.1.1.2. Can the student use the symbols?
4.2.1.2. Comments
4.2.1.3. Annotation Software
4.2.1.4. Criticism balanced praise
4.2.2. Summative or Formative
4.2.2.1. Draft writing
4.2.2.2. Understanding the writing process
4.2.3. Content or Form
4.2.4. Marking time
4.2.4.1. Selective Marking
4.2.4.2. Don't Mark all the Papers
4.2.4.3. Involve students