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The “minimal-marking” concept, requiring substantially more student engagement, produced better learning outcomes for surface-level knowledge acquisition than a traditional “teacher-corrects-all” approach. Results indicate effectiveness for grammar, punctuation, word usage, and other rote-memory learning tasks such as Associated Press and Canadian Press style rules used in North America.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/minimal-marking-a-success-story-article-7/595537/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/minimal-marking-a-success-story-article-7/595537.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What outcomes did minimal marking produce in the study?","Question",{"text":112,"@type":113},"Minimal marking led to significantly higher grammar scores in two first-year classes compared with two traditionally marked classes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the minimal-marking approach differ from traditional marking?",{"text":117,"@type":113},"It requires dramatically more student engagement, which the study links to more successful acquisition of surface-level knowledge.",{"name":119,"@type":110,"acceptedAnswer":120},"For what types of learning tasks does the study suggest minimal marking could be effective?",{"text":121,"@type":113},"It suggests the approach could work not only for grammar, punctuation, and word usage, but also for rote-memory learning tasks such as news style rules.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595537,1792209837,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 5 | Issue 1 | Article 7 |\n| --- | --- |\n| 11-4-2014\u003Cbr>Minimal Marking: A Success Story\u003Cbr>Anne McNeilly\u003Cbr>Ryerson University, [anne.mcneilly@ryerson.ca](anne.mcneilly@ryerson.ca)\u003Cbr>Follow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea)\u003Cbr>[http://dx.doi.org/10.5206/cjsotl-rcacea.2014.1.7](http://dx.doi.org/10.5206/cjsotl-rcacea.2014.1.7) |  |\n\nRecommended Citation  \nMcNeilly, Anne (2014) \"Minimal Marking: A Success Story,\" The Canadian Journal for the Scholarship of Teaching and Learning: Vol. 5: Iss. 1, Article 7.  \nDOI: [http://dx.doi.org/10.5206/cjsotl-rcacea.2014.1.7](http://dx.doi.org/10.5206/cjsotl-rcacea.2014.1.7)  \nAvailable at: [http://ir.lib.uwo.ca/cjsotl_rcacea/vol5/iss1/7](http://ir.lib.uwo.ca/cjsotl_rcacea/vol5/iss1/7)  \nMinimal Marking: A Success Story  \nAbstract  \nThe 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.  \nLe projet de corrections minimales mené à l’École de journalisme de Ryerson tout au long de 2012 et audébut de 2013 a eu pour résultat des notes de grammaire considérablement supérieures dans deux classes de première année d’étudiants universitaires corrigés de façon minimale par rapport à deux classes où les étudiants étaient corrigés de façon traditionnelle. Le concept de « corrections minimales » (Haswell, 1983), qui exige un engagement considérablement plus important de la part des étudiants, aboutit à des résultatsd’apprentissage supérieurs en ce qui concerne l’acquisition de connaissances au niveau superficiel par rapport à l’approche traditionnelle du « professeur qui corrige tout ». Les résultats suggèrent que cette approche seraitefficace, non seulement pour la grammaire, la ponctuation et le bon usage des mots, qui étaient l’objectif visé dans ce cas, mais également pour n’importe quelle matière qui exige un apprentissage par mémorisation, tel que les règles de style de la Associated Press ou de la Presse canadienne utilisées par les publications de pressed’un bout à l’autre du Canada.  \nKeywords  \ngrammar, marking, language skills, university students, teaching, assessment, whole language, feedback  \nCover Page Footnote  \nMinimal Marking: A Success Story Anne McNeilly Ryerson University Author Note Anne McNeilly, School of Journalism, Faculty of Communication and Design, Ryerson University This research was supported by a grant from Ryerson’s Office of Teaching and Learning. The author would like to thank colleagues Lisa Taylor, Dan Westell and Cathy Dunphy for their participation and support in this project. Correspondence concerning this article should be addressed to Anne McNeilly, School of Journalism, Ryerson University 350 Victoria Street, Toronto, Canada, M5B 2K3. E-mail: [anne.mcneilly@ryerson.ca](anne.mcneilly@ryerson.ca)  \nThis research paper/rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[http://ir.lib.uwo.ca/cjsotl_rcacea/vol5/iss1/7](http://ir.lib.uwo.ca/cjsotl_rcacea/vol5/iss1/7)  \nMcNeilly: Minimal Marking  \nWoman, without her man, is nothing.  \nWoman! Without her, man is nothing.1  \nThe student sitting in my office was in shock. He had failed the basic gramm","cbCaip1QTERadFpU","https://ap.wps.com/l/cbCaip1QTERadFpU","pdf",327582,12,"English","# Minimal Marking: A Success Story\n## Minimal-marking results and comparison with traditional marking\n## Student writing readiness and grading outcomes\n## Implications for other rote-memory learning tasks","[{\"question\":\"What outcomes did minimal marking produce in the study?\",\"answer\":\"Minimal marking led to significantly higher grammar scores in two first-year classes compared with two traditionally marked classes.\"},{\"question\":\"Why does the minimal-marking approach differ from traditional marking?\",\"answer\":\"It requires dramatically more student engagement, which the study links to more successful acquisition of surface-level knowledge.\"},{\"question\":\"For what types of learning tasks does the study suggest minimal marking could be effective?\",\"answer\":\"It suggests the approach could work not only for grammar, punctuation, and word usage, but also for rote-memory learning tasks such as news style rules.\"}]","Minimal Marking: A Success Story - Article 7 | PDF",1792081341]