This document provides strategies for providing effective feedback to student writing in online courses. It begins by noting concerns that some instructors have expressed about lack of student contact in online courses. It then lists specific feedback strategies, such as connecting with students personally, providing targeted rather than overwhelming feedback, and using templates to structure end comments. The document also discusses strategies for addressing common usage errors, including minimal marking and having students address their own patterns of error. Finally, it proposes allowing students to rewrite assignments through a structured proposal process aimed at genuine revision.
EDU 650 Exceptional Education / snaptutorial.com donaldzs112
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EDU 650 Week 1 Journal No Excuses University Culture of Universal Achievement
EDU 650 Week 1 Assignment Education Philosophy
EDU 650 Exceptional Education / snaptutorial.com donaldzs112
For more classes visit
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EDU 650 Week 1 Journal No Excuses University Culture of Universal Achievement
EDU 650 Week 1 Assignment Education Philosophy
“Activity and Character Driven College Application Essays: Ten Tips”Rebecca Joseph
College application essays matter. Many young people get stuck thinking of topics. This powerpoint provides ten tips to get them started. “Activity and Character Driven College Application Essays: Ten Tips”
Getting the Term Started Off Right
Are you a busy student with competing personal, professional, and educational demands?
This workshop will provide you with practical advice and effective techniques to help you balance your priorities and take control of your time to become better prepared to tackle the challenges of being an effective learner.
Rubrics: Improve students’ learning and save instructor’s grading timeD2L Barry
Presentation by Sheri Stover of Wright State University at the Brightspace Ohio Connection at Sinclair College on Oct. 20, 2017.
Description: Rubrics are a tool that instructors can use to assess the performance of their students. The incorporation of rubrics are beneficial to students’ learning because the rubric can make an instructor’s expectations clear to students, allow students to evaluate their own work, and give students clear criteria when conducting peer reviews. The use of electronic rubrics is also highly advantageous to instructors because it can significantly reduce the amount of time it takes to grade student assignments. This presentation will give an overview of the use of rubrics, show the technical steps to creating a rubric in D2L, and review the best practices of incorporating rubrics in your class.
The second in our Pieces of Success Workshop Series - "Starting the Term Off Right". This workshop covers the following topics:
- Student & Academic Support Resources
- Organizing Yourself : Learning Contracts,
- Assignments, & Maintaining a Balanced Life
- Student Panel : Study Smart & Other Success Tips
Chris Roush presents "Deciding What to Teach" during Reynolds Business Journalism Week 2013.
Reynolds Business Journalism Week is an all-expenses-paid seminar for journalists looking to enhance their business coverage, and professors looking to enhance or create business journalism courses.
For more information about business journalism training, please visit businessjournalism.org.
Textbooks? No! Blended CALL for EFL Conversation Classes! Throw away the text...getchan
I’ve been experimenting for the last five years with teaching conversation classes based on student surveys, short topical reports, longer presentations, online video self-analysis and peer-analysis of presentation skills, English karaoke, diary writing that blend the use of in class speaking activities backed up by web-based study or support. This presentation will take a “my share” approach to explaining some class activities, web based activities and class management approaches that allow the teacher to become a coach and let students learn at their own pace.
Feedback Practices for Effective Teaching and Learning.pptxKhiel Ramilo
Feedback practices are indispensable for effective teaching and learning to happen. Thus, the teachers should know to appropriately execute the feedback strategies.
“Activity and Character Driven College Application Essays: Ten Tips”Rebecca Joseph
College application essays matter. Many young people get stuck thinking of topics. This powerpoint provides ten tips to get them started. “Activity and Character Driven College Application Essays: Ten Tips”
Getting the Term Started Off Right
Are you a busy student with competing personal, professional, and educational demands?
This workshop will provide you with practical advice and effective techniques to help you balance your priorities and take control of your time to become better prepared to tackle the challenges of being an effective learner.
Rubrics: Improve students’ learning and save instructor’s grading timeD2L Barry
Presentation by Sheri Stover of Wright State University at the Brightspace Ohio Connection at Sinclair College on Oct. 20, 2017.
Description: Rubrics are a tool that instructors can use to assess the performance of their students. The incorporation of rubrics are beneficial to students’ learning because the rubric can make an instructor’s expectations clear to students, allow students to evaluate their own work, and give students clear criteria when conducting peer reviews. The use of electronic rubrics is also highly advantageous to instructors because it can significantly reduce the amount of time it takes to grade student assignments. This presentation will give an overview of the use of rubrics, show the technical steps to creating a rubric in D2L, and review the best practices of incorporating rubrics in your class.
The second in our Pieces of Success Workshop Series - "Starting the Term Off Right". This workshop covers the following topics:
- Student & Academic Support Resources
- Organizing Yourself : Learning Contracts,
- Assignments, & Maintaining a Balanced Life
- Student Panel : Study Smart & Other Success Tips
Chris Roush presents "Deciding What to Teach" during Reynolds Business Journalism Week 2013.
Reynolds Business Journalism Week is an all-expenses-paid seminar for journalists looking to enhance their business coverage, and professors looking to enhance or create business journalism courses.
For more information about business journalism training, please visit businessjournalism.org.
Textbooks? No! Blended CALL for EFL Conversation Classes! Throw away the text...getchan
I’ve been experimenting for the last five years with teaching conversation classes based on student surveys, short topical reports, longer presentations, online video self-analysis and peer-analysis of presentation skills, English karaoke, diary writing that blend the use of in class speaking activities backed up by web-based study or support. This presentation will take a “my share” approach to explaining some class activities, web based activities and class management approaches that allow the teacher to become a coach and let students learn at their own pace.
Feedback Practices for Effective Teaching and Learning.pptxKhiel Ramilo
Feedback practices are indispensable for effective teaching and learning to happen. Thus, the teachers should know to appropriately execute the feedback strategies.
1 Discussion Question Rubric 210 Points Total (30 Poin.docxtarifarmarie
1
Discussion Question Rubric
210 Points Total (30 Points for each of the 7 Discussion Questions)
Over the course of the quarter, you will be presented with various prompts via Canvas to write
a discussions on. Your responses will need to be at least two paragraphs in length and you will
need to respond to 2 other students’ posts.
General Information:
1. Due Date and Time:
a. Responses to discussion questions and other students’ posts should be posted to Canvas by
11:59pm Sunday evenings. The sooner you post, the sooner others can respond to your post.
b. Responses posted after the due date and time will only be eligible for 79% of the total
grade.
When Answering a Discussion Question:
1. Length (Minimum of TWO Paragraphs) for Each Response to a Discussion Question(s): 17
Points Total:
a. Wrote a minimum of TWO paragraphs. (12pts)
b. Include some personal reflection THAT RELATES to the question you are answering. Be
thoughtful. Include either personal experiences that support your answer or if you aren’t
comfortable sharing something about yourself, share about someone you know or
someone/something you read about. (5pts.)
2. Proper Spelling, Grammar, & Punctuation: 3 Points Total:
a. Used proper spelling, grammar and punctuation in both your answer AND replies. It is
strongly recommended that you write your answers and responses in a Word document, proof
it and then copy and paste it back into CANVAS to avoid any errors. (3pts.)
When Responding to Other Students’ Posts:
1. Responses to Other Students’ Posts: 10 Points Total:
a. Replied to TWO other students’ posts. Please be thoughtful and thorough in your responses
to classmates. Five sentences is the suggested minimum for each reply, although your efforts
should be spent on quality of reply, rather than quantity of words, and will be graded
accordingly. Instead of just saying that you agree or disagree with someone else’s post, be
detailed and intentional in your replies. Remember this is the way to connect with other
students in the class. The more replies there are in the thread, the more fruitful the discussion
and the richer the experience for everyone. (10pts.)
**If you have difficulty writing, you may orally record your answer to the discussion question
and your responses to other students’ posts and upload them to CANVAS.
2
Questions to Ask Yourself to Help You Reply to Your Peers’ Discussion Posts
1: Read another student’s post to the discussion question.
2: Ask yourself the following questions in regards to the post you just read.
1: What is the post about (summary)?
2a: Do I agree or disagree with what was written?
2b: Why do you agree or disagree?
3a: Do I find the post interesting?
3b: Why do I find the post interesting?
4: What does the post make you think about?
5: Is there anything in the post you connect with or identify with?
Spring 2019 Assessment Prompt
.
If you take a look at my scores, I got below expectations on writtMalikPinckney86
If you take a look at my scores, I got below expectations on written communication. I also got a 1.28 in another area. Please make sure you look at this. However, I just felt like there was too many mistakes
Shlonda,
Overall, job well done. The biggest area of improvement is proofreading. Have you started using Grammarly yet? If not, I suggest doing so, especially because you get a premium account. See my announcement posted on how to get set up. Additional comments on doc.
Two weeks left, you got this,
Dr. Allar
( 3.00 / 3.00) Describes the Advantages and Disadvantages of Inclusion
Distinguished - Thoroughly describes the advantages and disadvantages of inclusion.
( 3.00 / 3.00) Identifies the Challenges Faced by Learners with Special Needs
Distinguished - Clearly and thoroughly identifies the challenges faced by learners with special needs.
( 1.28 / 2.00) Summarizes the Requirement for Improved Performance of Students with Disabilities Under the Every Student Succeeds Act (ESSA)
Below Expectations - Attempts to summarize the requirement for improved performance of students with disabilities under the Every Student Succeeds Act (ESSA); however, significant details are missing.
( 3.00 / 3.00) Examines how Common Core State Standards (CCSS) are Impacting the Learning of Students with Special Needs
Distinguished - Comprehensively examines how Common Core State Standards (CCSS) are impacting the learning of students with special needs.
( 0.16 / 0.25) Written Communication: Control of Syntax and Mechanics
Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.
( 0.22 / 0.25) Written Communication: APA Formatting
Proficient - Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.
( 0.25 / 0.25) Written Communication: Page Requirement
Distinguished - The length of the paper is equivalent to the required number of correctly formatted pages.
( 0.25 / 0.25) Written Communication: Resource Requirement
Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.
Overall Score: 11.16 / 12.00
Overall Grade: 11.16
1
Name: Course number:
Student ID:
1. Courses I am taking this term – Describe the first eight-week course (Course title, course number, and course description from the catalog)
2. List Outcomes from course - List course outcomes (objectives) as written in the course syllabus for this course.
3. Apply your work experience to the course – correlate your job responsibilities with the course outcomes listed above.
Job Correlation assignment (total 250 words)
Prior to beginning work on this assignment, read the assigned chapters in Introduction to education: Choosing to teach by ...
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Catherine Savini, csavini@wsc.ma.edu
Providing Effective and Efficient Feedback to Student Writing
Spring 2010
Providing Effective and Efficient Feedback to
Student Writing in an Online Course
In fall 2009, Jack Szpiler conducted an email survey of faculty regarding online courses. Sixty-
six instructors responded to this survey. In response to the question “What do you believe are the
disadvantages of offering courses online?”, about 1/3 of the respondents expressed concern
regarding lack of student contact.
Here are some of the specific concerns instructors identified:
Students lose opportunity to engage with faculty member as a mentor
Instructor cannot build a relationship with the student
Communication between student and faculty is less effective
Miscommunication is common
Lack of community
Faculty teaching online courses cannot socialize or professionalize their students
Isolation from fellow students also impedes socialization
Faculty don’t get to see students “grapple with a concept, or smile”
Students are not given the opportunity to practice conversation and debate
Students do not have the opportunity to practice public speaking skills
Students do not practice listening skills
Students will make “suppositions and assumptions about the material and the
perspectives of the material’s author(s)”
Shallow learning
2. Catherine Savini, csavini@wsc.ma.edu
Providing Effective and Efficient Feedback to Student Writing
Spring 2010
Tips for Providing Feedback
One way to keep students engaged in an online environment is to provide thoughtful feedback.
The challenge for us is to provide thoughtful feedback without multiplying our workload. Here
are some strategies:
Connecting with your students through feedback:
When possible speculate as to why students might be struggling with a particular
assignment, reading, or idea. When students understand why they are getting something
wrong, it will help them get it right.
Review the comments you gave students last time around, and identify how they have
improved, or identify a particular issue with which they continue to struggle.
Set goals for your students and monitor their achievement of these goals.
Use the students’ own papers to demonstrate that they know how to do something they
are not doing elsewhere in the paper. For example, if you see them applying a concept
they learned in class in one place, but not in another, let them know.
Address and sign your feedback as you would a letter.
Make the most out of your time devoted to feedback:
Provide feedback to the class as a whole by identifying trends. That is to say, name what
your entire class is doing well and what they need to continue to work on.
Repeating yourself? Cut and paste comments for one student to another.
Do not mark every error/problem you see. This takes too much time and overwhelms the
student. Save most of your feedback for an end comment or letter.
Tie your feedback to the larger goals of the course, and emphasize its usefulness for the
next assignment.
Avoid posing a long list of questions or telling students to “consider” or “think about.”
Instead, tell the student one thing he/she could do to improve this paper or next time
around.
Assign models that you can use as a touchstone in your feedback.
When students’ writing demonstrates that they do not understand the reading, help them
become better readers by sending them back to the text with a specific reading task.
3. Catherine Savini, csavini@wsc.ma.edu
Providing Effective and Efficient Feedback to Student Writing
Spring 2010
A Template for End Comments
1. Say back: Articulate the student’s argument/thesis/question/claim as you understand it.
2. Identify at least one specific thing the student has done well: If students know what
they are doing well, then they are more likely to continue to do that thing well. If students
are revising the piece at hand, the student has no real motivation to go back and revise
unless he/she has something to build on. Avoid the “spoon full of sugar” approach;
instead, specifically name what the student is doing well.
3. Name two or three things (tops!) that the student needs to work on. It’s tempting to
identify all of the problems that need fixing, but it is unreasonable to expect students to
learn everything they need to learn as writers, readers, and thinkers all at once. Learning
new skills and concepts slow process. Be aware that students will sometimes backslide.
4. Provide the student with manageable tasks that will help him/her work on these
things. Often you’ll hear students say: “I know what I need to do, but I don’t know how
to do it.” Help them with the how. For example, if students are not defining their terms,
suggest that they do the following: “Before you complete the next assignment, be sure to
identify at least three key terms and define them.” Or, if a student has not understood the
central argument of an assigned reading, direct the student to: “Return to the article and
reread the title, the beginning, and the end (first three paragraphs and the last four). Mark
key concepts and terms (words that are repeated in the title, beginning and end). Using at
least three of these concepts (the ones you think are central to the author’s point), write
the author’s argument in 1-2 complete sentences.” Rather than focus on the negative, this
type of feedback provides students with a concrete approach and a goal for the next
assignment.
4. Catherine Savini, csavini@wsc.ma.edu
Providing Effective and Efficient Feedback to Student Writing
Spring 2010
Usage Errors: Strategies for Providing Feedback
We have the best of intentions when we mark or correct all of the errors in a student’s paper, but this is
not the best use of our time. When we correct students’ errors, they are not likely to learn how to find and
fix these problems themselves. When we cover our students’ papers with marks, they are likely to lose
hope or interest. How can we mark students’ papers so that they are responsible for fixing problems?
Minimal Marking: Mark the lines with errors and ask the students to figure out what the problem is and
fix it. One study suggests that students can find and fix 60% of their errors on their own. See Haswell.
Look for patterns: Mark, name, and fix one or two instances of pattern problems on one or two pages of
a student’s paper. Ask the student to find and fix them in the remainder of the paper.
Prioritize: If a student has a number of pattern problems, don’t expect that student to learn to fix them all
at once. Focus first on errors that prevent the student from conveying his/her ideas. Identify the error for
the student and provide him/her with a handout or a link that explain the rules.
Purdue’s OWL: Others have taken the time to explain these problems and their solutions so that you
don’t have to. Once you’ve identified a problem, email the student the relevant link:
http://owl.english.purdue.edu/
Ask students to keep journals: Students need to take an active role in learning to eradicate pattern
errors. Students can keep a journal of their pattern problems and refer to this journal as they proofread
papers.
Keep a list: When you have a stack of papers to grade, instead of marking each error on the page, keep a
list of errors. This way you can identify patterns for a particular student and across the class. For example,
my comp students are having trouble with homonyms and they are capitalizing words that don’t need to
be capitalized. Rather than respond to these issues in each individual paper, I will work with the entire
class on homonyms and capitalization.
Give students time to proofread one another’s papers: Give students Lunsford’s top twenty errors or
explain one or two common errors you’ve noticed in their papers. Students can proofread one another’s
papers in light of this discussion. Try giving students ten minutes at the beginning of class on a day that a
paper is due to proofread that paper.
Build in extra time for students to proofread their own papers: You might ask students to proofread
papers the day after they were due. David Bartholomae found that when students read their drafts aloud
they were able to correct many of the mistakes on their own.
Share your strategies: It helps to talk to our students about our writing processes. Students benefit from
knowing that we write multiple drafts, we read passages aloud, and we ask peers for feedback.
Send a student to the Reading and Writing Center with a specific goal: RWC appointments are short.
It helps the consultant make the most of his/her time if the student can say exactly what kind of help
he/she needs.
5. Catherine Savini, csavini@wsc.ma.edu
Providing Effective and Efficient Feedback to Student Writing
Spring 2010
Google “owl” and the Purdue’s OWL is the first thing to come up. Here’s a selection from a
page from the OWL entitled “Extended Rules for Using Commas”
Comma Use
1. Use commas to separate independent clauses when they are joined by any of these seven
coordinating conjunctions: and, but, for, or, nor, so, yet.
The game was over, but the crowd refused to leave.
The student explained her question, yet the instructor still didn't seem to understand.
Yesterday was her brother's birthday, so she took him out to dinner.
2. Use commas after introductory a) clauses, b) phrases, or c) words that come before the
main clause.
a. Common starter words for introductory clauses that should be followed by a comma include
after, although, as, because, if, since, when, while.
While I was eating, the cat scratched at the door.
Because her alarm clock was broken, she was late for class.
If you are ill, you ought to see a doctor.
When the snow stops falling, we'll shovel the driveway.
However, don't put a comma after the main clause when a dependent (subordinate) clause
follows it (except for cases of extreme contrast).
Incorrect: She was late for class, because her alarm clock was broken.
Incorrect: The cat scratched at the door, while I was eating.
Correct: She was still quite upset, although she had won the Oscar. (This comma use is correct
because it is an example of extreme contrast)
b. Common introductory phrases that should be followed by a comma include participial and
infinitive phrases, absolute phrases, nonessential appositive phrases, and long prepositional
phrases (over four words).
Having finished the test, he left the room.
To get a seat, you'd better come early.
After the test but before lunch, I went jogging.
The sun radiating intense heat, we sought shelter in the cafe.
c. Common introductory words that should be followed by a comma include yes, however, well.
Well, perhaps he meant no harm.
Yes, the package should arrive tomorrow morning.
However, you may not be satisfied with the results.
6. Catherine Savini, csavini@wsc.ma.edu
Providing Effective and Efficient Feedback to Student Writing
Spring 2010
Rewrite Proposal
Want to give students the opportunity to revise without multiplying your workload?
For some students the concepts and modes of thinking presented in a particular course take some
time to sink in or “click.” These students would benefit from the opportunity to revise earlier
writing assignments. It can be painful to read the same unsuccessful student paper twice, but if
the student’s work improves dramatically, it’s gratifying for both teacher and student.
Here’s one way to ensure that students genuinely revise a piece and will learn from the process:
Rewrite Proposal Letter (optional)
You may rewrite one of your writing assignments for a higher grade. Please realize that making
superficial changes does not constitute revision and that you are not guaranteed you a better grade. In
order to receive a better grade your piece must improve holistically. Your grade will not go down.
If you are interested in rewriting one of your assignments, you are required to submit a proposal. Your
proposal will be accepted if you complete the following tasks.
Step 1, Rereading: Before you begin writing you should reread the assignment sheet and your paper.
Step 2, Marginalia: Respond in the margins to my marginal comments. Please be specific in your
response. If you intend to change something, indicate how you will change it. If you don’t understand
something, explain what it is that doesn’t make sense. Please use a different color ink.
Step 3, Letter: Write persuasive letter explaining to me that if given the opportunity, you could improve
your essay dramatically.
In this letter you should:
Explain what hindsight reveals to you. What was your initial response after rereading your essay?
Why do you think you can improve it? (intro paragraph, 1 graph)
Respond directly to my end comments (1-3 paragraphs). Be very specific about how you could
address these comments in a rewrite. When possible, explain how you intend to change what
needs changing. For instance, if I wrote that you need to represent the project and overarching
idea of a source you’ve incorporated, you will need to return to the source, read for the author’s
argument, and incorporate that argument here in the letter. This does mean that you will actually
need to do some revision work to meet the requirements of the proposal. This work will help you
rewrite.
Detail a strategy for revision that extends beyond my end comments (1-2 paragraphs). In other
words, you should identify intended changes other than those I specifically suggested. What do
you think needs rewriting? How do the changes I suggested lead to other changes?
Reread the sources you are working with in light of my comments and your argument. What does
rereading the sources you are working with reveal to you? Name at least one thing you’ve
uncovered from rereading the essays you’ve incorporated. (1 paragraph)
Sign your letter.
7. Catherine Savini, csavini@wsc.ma.edu
Providing Effective and Efficient Feedback to Student Writing
Spring 2010
Work Cited
Bartholomae, David. “The Study of Error.” College Composition and Communication. 31.3
(1980): 253-269. Print.
Haswell, Richard. “Minimal Marking.” College English. 45.6 (1983): 600-604. Print.
Further Reading:
Lunsford, Andrea. “The Top Twenty.”
http://bcs.bedfordstmartins.com/lunsford/Lunsford_TopTwenty.aspx
John Bean’s Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical
Thinking, and Active Learning in the Classroom. (2001)
This provides useful for tips on designing assignments.
Kathy Birkenstein and Gerald Graff’s They Say, I Say: The Moves that Matter in Academic
Writing. (2008)
This provides template sentences that your students might find useful.
Joe Williams’ Style: Ten Lessons in Clarity and Grace. (9th
edition, 2007)
This is a great book to help your students understand what it means to write clearly. It is difficult
for students to learn from it on their own unless you assign specific tasks. The assignments in the
book are good.