Responding to Student Writing


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Responding to Student Writing

  1. 1. Responding to Student Writing
  2. 2. What we say & what we mean <ul><li>“ The best kind of commentary enhances the writer’s feeling of dignity. The worst kind can be dehumanizing and insulting – often to the bewilderment of the teacher, whose intentions were kindly but whose techniques ignored the personal dimension of writing.” John Bean, p. 239 </li></ul>
  3. 3. What we say What they hear <ul><li>“ Needs to be more concise” </li></ul><ul><li>“ Be more specific” </li></ul><ul><li>Confusing. I need to know what the teacher means specifically. </li></ul><ul><li>I thought you wanted details and support. </li></ul><ul><li>You be more specific. </li></ul><ul><li>It’s going to be too long then. </li></ul>
  4. 4. What we say What they hear <ul><li>“ You haven’t really thought this through” </li></ul><ul><li>“ Try harder!” </li></ul><ul><li>That is a mean reply. </li></ul><ul><li>How do you know what I thought? </li></ul><ul><li>I did try! </li></ul><ul><li>You’re a stupid jerk. </li></ul><ul><li>This kind of comment makes me feel really bad and I’m frustrated! </li></ul>
  5. 5. Holding your applause (and reprimands) until the end <ul><li>Bean’s strategy for effective end-comments: </li></ul><ul><ul><li>Praise strengths </li></ul></ul><ul><ul><li>Identify main problems for improvement </li></ul></ul><ul><ul><li>Provide specific suggestions </li></ul></ul>
  6. 6. Bear in Mind <ul><li>“ Plagiarism” as learning </li></ul><ul><li>“ Plagiarism” as poor citation </li></ul><ul><li>“ Plagiarism” as remixing </li></ul><ul><li>Plagiarism as panic </li></ul><ul><li>Plagiarism as sloth </li></ul><ul><li>See Moore Howard 2007 and Johnson-Eilola and Selber 2007, in the back of your workshop booklet </li></ul>
  7. 7. Back to commenting <ul><li>Only YOU can teach your students to write like a professional in your discipline </li></ul><ul><li>There is no one, true way to write </li></ul><ul><li>If they learned it elsewhere, you’ll probably need to remind your students they know it. </li></ul>
  8. 8. Types of comments (see handout)
  9. 9. Some last bits <ul><li>Comments as a conversation </li></ul><ul><ul><li>Whenever possible, a real conversation works better </li></ul></ul><ul><li>Comments don’t do any good if they’re illegible </li></ul><ul><li>Did I mention, ‘Be specific’? </li></ul><ul><li>Fragile: handle with care </li></ul>
  10. 10. Your take <ul><li>Management 202, Jack Daniels </li></ul><ul><li>(~15 min) </li></ul>
  11. 11. Critique of Three Commentators (~15 min each) <ul><li>Do the comments provide guidance for revision? </li></ul><ul><li>Do the comments focus on “correction”? Do they provide any positive reinforcement? </li></ul><ul><li>Do the comments reinforce or diminish the student’s role as author? </li></ul><ul><li>How could the comments be improved to motivate & encourage? </li></ul>
  12. 12. Your take, take 2. (~15 min) <ul><li>After reading and critiquing the three Commentators, revisit and revise your own comments on the Jack Daniels’ paper. </li></ul>
  13. 13. Regroup