The impact of writer nationality on mainstream teachers' judgments of composition quality

Abstract

Teachers' evaluations of student writing are susceptible to the influence of extraneous factors, including stereotyped expectations based on students' ethnolinguistic identities. Even teachers' detection of surface errors in student writing is vulnerable to such expectancy sets. Non-native speakers of English (NNSs) who exit sheltered ESL classes may therefore be subjected to unduly negative evaluations due to mainstream teachers' negative expectations. On the other hand, it is possible that mainstream teachers overcompensate and are especially lenient with NNSs. The present study attributed fabricated student identities to a standard set of essays into which specific errors had been intruded. The fictional students were either Southeast Asian, Northern European, or U.S. native English speakers (NESs). Mainstream composition teachers evaluated the writing samples using rating scales, and they also wrote marginal comments and signs. Analyses indicated an advantage favoring the Asian writers over the NES writers in ratings of overall composition quality. No differences in the number of errors detected for each writer nationality were found. On the other hand, teachers' ratings of NNS writing were best predicted by the number of surface errors they detected. Ratings of NES writing, in contrast, were justified by marginal notations and comments; teachers tended to write longer comments when they judged the writing to be poor. The significance of the study is to enjoin composition teachers to reflect on their differential dependence on surface error when evaluating NES and NNS writing.