Michael Imort Dept. of Geography and Environmental Studies Wilfrid Laurier University

1. Telling Students what they already know:Giving Face-to-Face Feedback on Term Papersas a Way of Fostering Students’ Capacityfor Self-Directed Writing Michael Imort Dept. of Geography and Environmental Studies Wilfrid Laurier University

2. Outline • Transformation • What is face-to-face feedback? • Process • Purpose • Effects/Benefits

3. Transformation • All (good) teaching is transformative

4. What is face-to-face feedback? • Students write a three-stage term paper: proposal, draft, revised paper • Proposal: • students develop outline with clear argument and bulk of supporting material • Draft: • ‘best shot’ at a paper, discussed with instructor in 10-15 min feedback session • Revised paper: • student revises draft on the basis of the feedback received • No detailed feedback given on revised paper, only minimal comments

5. Process • Have students sign up for feedback in 15 min intervals (approx. 30 per day) • Always begin by laying out the purpose of the meeting (don’t assume!) • Ask student for self-assessment of the assignment and their writing in general (explain why!) • Ask follow-up questions (be an active interlocutor) • Ask questions that help unearth ‘history’ of writing habits • Validate self-assessment

6. Process cont’d • Quickly clear up formal issues (spelling, punctuation, etc.: focus on patterns) • Move on to structural issues (argument, logic, style, grammar) • Read ‘offending’ sentences out loud • Draw conceptual diagrams and use imagery (remember effectiveness of anecdotal teaching) • Draw ‘overlay map’ of paper that highlights structure

7. Process cont’d • Ask many questions • Ask questions that makes student give the answers you would usually give • Encourage student to trust their own intuition – after all, that is the purpose! • Explain your intentions throughout

8. Purpose of face-to-face feedback • Assessment aspects: • Increases immediacy and effectiveness of feedback • Allows students to participate in assessment (what grade would you have given?) • Limits time demands on instructor • Teaches students to self-assess and self-monitor (trust their own intuition)

9. Purpose cont’d • Transformation aspects • Transform students’ perception of themselves (individuals) • Transform students into more accountable scholars • Transform students into collaborators • Transform students into authors that are aware of the power of writing • Transform instructor/student relationship • Transform students’ experience of university

10. Effects on/Advantages for Student • Can incorporate feedback into current assignment/course • Two-way conversation enables better understanding • Student can ask questions about feedback • Focussed time in a controlled environment • Better grades • Personal attention

11. Effects on/Advantages for Instructor • Controls feedback situation • Can gauge impact/reception of feedback • Opportunity to give very positive feedback • Improves rapport • Improves motivation to give feedback • Feedback can lead to better final paper (rewarding to read) • ‘Front-ending’ alleviates end-of-term time crunch • Time savings: verbal feedback is usually faster than written comments • Paper can be read with varying intensity (more intense in the beginning)

12. Other advantages not covered here • Prevents plagiarism • Involves student in assessment design (struggling to define question) • Encourages early start • Reinforces the notion that a paper is a process, not an act • Allows feedback on research process and methods