Strategies for giving effective feedback to international students
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In these slides by Chad Eller, you will learn to reposition your role as an error-corrector to one of “fellow traveler” alongside your students’ ideas. In a refreshing and informed look at giving student feedback on writing, Chad uses examples from his own reflections on grading to help faculty to avoid common pitfalls. Instead of focusing on all issues in a student’s paper, the presentation shows how responding as a reader helps to focus globally on students’ ideas, prioritizing key points and rhetorical fit. The talk also emphasizes how staying positive ultimately helps student learning in the context of writing several drafts of a paper, in addition to supporting faculty labor and morale. Other complex questions surface in the discussion, such as whether to have several rubrics for each draft of a paper, and how learning about our English language learner students’ native languages can give instructors useful insights into issues of language interference.
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- 2. Effective Written Feedback Questions for discussion 1. How do you approach giving feedback on students’ writing? 2. What are some challenges you face in giving feedback? 3. How do you give feedback, digital or hardcopy? 4. Do you worry about appropriating students’ work when you give feedback?
- 3. Common pitfalls Unclear assignment instructions Surface-level reading Fear of hurting a student’s feelings Critiquing the student instead of the text Trying to address all issues (e.g. grammar and content)
- 4. Avoiding the pitfalls • Respond as a reader: This means engaging with the text intellectually and emotionally. If you honestly engage the ideas, the student/writer will likely take your critique in stride. Think of it as a dialogue. • Use I-statements: “I don’t get your meaning here”/ “I laughed here” • Prioritize: To avoid overloading your students with corrections; choose 2-4 elements of the assignment to focus your critique. • Be constructive: Word your feedback constructively. Give them tasks.
- 8. Advice for creating clear assignments
- 10. Recap ➢ Make expectations clear ➢ Prioritize feedback ➢ Emphasize global vs. local issues ➢ Less can be more ➢ Remember to give positive feedback!
- 11. References • Fordham, Sonja K (2015). Teacher and peer written feedback in the ESL composition classroom: Appropriation, stance, and authorship. The University of Arizona. Retrieved from http://hdl.handle.net/10150/577518. • Hesse, Douglas D. (2010). Writing beyond writing classes, 2nd Ed. Retrieved from https://www.du.edu/writing/media/documents/writing-resources-for-du- faculty.pdf • Eberly Center (2016). How can I effectively and efficiently respond to student writing? Carnegie Melon University. Retrieved from https://www.cmu.edu/teaching/designteach/design/instructionalstrategies/writing /respond.html.