1. Responding to Student Writing Elizabeth Nesius Writing Center Coordinator

2. This presentation can be found at www.slideshare.net/enesius

3. Elements of the Assignment Will the students be able to revise the essay? Are they demonstrating writing skills, knowledge or understanding of material, or both? Is this an early, middle, or capstone assignment? Is it an in-class or take-home essay? How long is the essay?

4. Focusing Responses You don’t have to address everything! Putting down your pen Sometimes you have to let yourself read and enjoy it! Fight the urge to correct every mistake— Inhibits learning Takes more time Students will be overwhelmed or discouraged by too many comments

5. Focused Responses I Helpful when multiple writing assignments given during a semester Tell the students purpose of assignment (the learning outcomes) in advance and focus grading on this purpose E.g. a compare-contrast essay Purpose to think critically about 2 items and learn essay structure Response focuses on points of comparison, balance, and organization Respond to other elements in future assignments

6. Focused Responses II Helpful for longer papers or papers with multiple problems Drafting important Focus on “higher order” problems first Organization Thesis statement Meeting basic requirements of assignment Address other concerns in future drafts Support and content Save grammar for final draft if possible

7. The Question of Revision Not revised Limit comments—point out one or two examples of errors Students need a purpose to read comments Revised Focus on the major issues Try to choose no more than 3 types of problems Point out a few examples, but leave the rest for students to find

8. Writing Focus Response focus will be more on writing elements than content Assignments address current writing lessons Assessment should focus on those elements Remind students of the connections between lessons Writing skills are cumulative Make sure students are clear on what content elements will be addressed

9. Content Focus Response focus will be on what students must show they know Can simply use check marks to check off required elements Organization and mechanics secondary If not graded for writing elements, no need to mark them Students confused/frustrated by things marked that don’t contribute to grade

10. Content Focus Exceptions Journals Usually graded for content Repeated assignment (supplemental goal often to improve writing) Marking some mechanics can be helpful as they can be applied to future entries Readability Impeded Return to student (unmarked) and request rewrite Holds students accountable for proofreading Not for use with students who are severely lacking skills

11. Early/Mid-Semester Assignment Scaffolding First/Early assignments should have more comments than later assignments It’s ok to rewrite/rephrase a little in the beginning Later, suggest changes, but don’t give example Later still, note where changes need to be made, but don’t give change suggestion Inform students of expectation that comments be applied to future assignments

12. End-of-Semester Assignment Not intended for revision No need for in-text comments: Put down the pen! Give grade (on last page or back) and list of (a few) strengths and weaknesses Could use rubric alone

13. In-Class Essays Not intended for revision If given during semester, comments can be applied to future writing Mark a few errors Main focus should be on summary at the end

14. Use of Shorthand Create shorthand you are comfortable with Give students a “key” for shorthand and encourage them to use it On first essay (at least) devote class time to questions about instructor comments Saves time and frustration later (for student and instructor!) Encourages students to approach instructor with questions

15. Summarizing Comments Gives students a clear, concise assessment of writing Keeps students from being overwhelmed Improves student performance on rewrites and future assignments Encourages students to think for themselves

16. Next Steps Sets up expectations of students for the future Lays out expectations in a clear and understandable way Keeps things simple Limit Next Steps to 3 or 4: Gives students focus and reassurance

17. Explaining Your System Explain where students can expect to find certain types of comments Explain function of comments Explain your shorthand (and give them a reference guide) Walk them through using a rubric—and have them assess their own writing!

18. Importance of Praise Writing scares students: 4 out of 5 students are not “proficient” writers—and most know it Feedback has a profound and lasting effect on students It is not about reassuring or “false praise.” It is important always to find something good about an essay

19. Praise Some suggestions for essays with “nothing good” about them Topic choice Level of effort Accomplishment in relation to difficulty of task Improvement relative to previous writing Accomplishment or improvement in one particular area Praise of student behavior in class (e.g. “Based on your insight in class discussion, I know you can offer more information about this topic.”) Improvement from prewriting to final draft

20. Being Constructive in Critique Show you are engaged in your students’ writing, that it interests you Make comments specific to what you read Make note of a detail that is new to you, interesting, or relatable Ask questions (rather than stating needed changes) to encourage thought

21. Being Constructive in Critique Negative/Unhelpful Positive/Helpful Give more information Thesis missing ? Good Why do you think she says that? What is the main idea/purpose of your essay? I’m not sure I understand the point you’re making here. Can you elaborate or rephrase? Good use of transitions/ Nice conclusion paragraph

22. Helpful Reminders Write the due date of the revision on the essay. Refer them to specific lecture dates or chapters in the text Encourage in writing them to come to you with questions Be consistent in feedback

23. Rubrics Good for general responses—saves you from writing the same comment over and over Can be general or tailored to a specific assignment Help students understand grading policy Great for formative assessment Do not have to be used to grade

25. Effective Use of Rubrics Should be handed out with the assignment to set up expectations Students need to be taught how to read and understand them Should not be too long or detailed Should be used in conjunction with comments

26. Sample Rubric

27. Sample Rubric

28. Sample Scary Rubric

29. Sample Scary Rubrics

30. Grammar! Focus grammar comments on one or two patterns of error Comment on “higher order” grammar issues first Fragments Run-ons Subject-verb agreement No need to point out every spelling error—note that there are many and suggest running spell check

31. Grammar! If teaching grammar, give more weight to mistakes in lessons already covered If you don’t know specific grammar terminology, write the correct version over a couple of errors and refer students to grammar websites for help OWL at Purdue (owl.english.purdue.edu) Blue Book of Grammar (grammarbook.com) Grammar Girl (grammar.quickanddirtytips.com) Grammar Bytes (chompchomp.com)

32. Myths about Commenting Red pens Are not scary Lots of ink in any color is scary Praise sandwich Students will recognize it Once they see the pattern, they doubt your sincerity

33. Thank you! Elizabeth Nesius enesius@pccc.edu 973-684-6160