Don’t Forget the Positive

1. Don’t Forget the Positive Encouraging First-Year Writers Compiled by Cheri Crenshaw

2. Do the essays you return look like this?

3. Do your students’ faces then look like this?

4. Detailed Feedback? • Extremely detailed feedback is counterproductive—students cannot deal with feedback as shown in the previous slide in an effective way • The goal is to improve students’ writing, especially in terms of content and structure--focus your comments carefully

5. What Writers Like Most About Editorsfrom Technical Editing by Rude and Eaton • Improved final product • Collaborated effectively • Provided opportunities to learn • Gave an objective overview • Appreciated the writing • Provided content knowledge • Responded quickly • Provided explanations for changes • Enforced standards • Saved author time

6. What Writers Dislike Most About Editorsfrom Technical Editing by Rude and Eaton • Provided poor or weak editing • Enforced the editor’s own style or preferences • Conducted minor or picky editing • Changed the writer’s meaning • Ignored or forgot the writer • Had personal issues with the writer • Made contradictory or consistent edits • Rewrote the author’s text • Over-edited

7. Positive Feedback • Never forget to notice and comment on three things: • Content that is heartfelt (a student tells you about the day his or her grandmother dies, make sure to sympathize and not just mark all the fragments) • Signs they are trying out techniques mentioned in class—some of them ARE listening—try to notice • Content that shows complex or critical thought

8. Be Your Professional Self • Rude and Eaton, authors of Technical Editing, state, “Not all writers or clients will be talented writers: that’s why they need your help. If you become frustrated with their skills, try to remember their talents in other areas, focus on your mutual goals of making a readable document, and envision yourself as a team member or coach to help them succeed” (35).

9. Critiquing Work • Start with a positive comment • Discuss larger issues first • Talk to the document, not the writer: Rude: You don’t explain clearly why this criterion is relevant. Better: I’m having trouble understanding how this criterion relates to the topic.

10. Neutral Language • Avoid “You” • You need to write in complete sentences. Your organization needs work. You need a better title. • I’ve marked a few sample comma splices. Look for those to revise in the rest of the essay. Switching the first and second paragraph will help in organization. The title could be strengthened.

11. “I” and Qualify • Couch instruction in first person: • I got lost here. I get a little confused here—did you mean? • A qualifier or two doesn’t hurt • I wonder if your essay would be stronger if . . .

12. Recap the Assignment in Class • If there is time, consider putting a few paragraphs or sentences from students who did well on a particular assignment up on the screen to talk about (anonymously). • At least mention the assignment after you have finished grading, pointing out what students did well—acknowledge the things they “heard” and tried out from your instruction

13. Dealing with Questions • Most of the time, questions from students in class are very helpful to you as an instructor in understanding what students are not quite “getting”—encourage questions by treating them seriously, even if you think you’ve covered the answer a few times already • Thank students who ask good questions

14. From Carnegie Mellonhttp://www.cmu.edu/teaching/designteach/design/instructionalstrategies/writing/respond.html Novice Teachers of Writing Experienced Teachers of Writing Read to understand Read in large units of text Comment on major strengths and weaknesses. Give attention to meaning and organization. Make suggestions for major reorganizations and expansions. • Read to find fault. • Frequently stop reading, even in mid-sentence. • Comment at all levels. • Give attention to surface details. • Make suggestions for stylistic revisions.

15. A Few Tips for Effective Commenting and Grading by Tim Helwig • When you use pen, use blue or black ink. Do not use red ink. • Treat their writing with respect, as you would like readers to treat your own writing. • Do not try to make jokes or ironic remarks in your comments. These can be easily misconstrued by the student and are inappropriate.

16. Tips Cont. After you return the papers, enforce a 24-hour cooling-off period before students can discuss their grades with you. Encourage students to read all of your comments before meeting with you to discuss grades; it will save you time, since you won’t have to repeat what you wrote on the paper.

17. Dealing with Disappointed Studentsfrom Columbia University http://www.columbia.edu/cu/tat/pdfs/feedback.pdf When you begin to teach, there is a tendency to personalize interactions with students. You are overjoyed when they admire you, and you are hurt or irritated when they are withdrawn or hostile. Remember, students are not your children or friends or enemies. Maintain a professional relationship. .

18. Other Suggestionsfrom Columbia University http://www.columbia.edu/cu/tat/pdfs/feedback.pdf Listen attentively and patiently to the students’ concerns • Try not to respond defensively • Place the “burden of proof” on the student • Be future oriented (how can the student take this information and apply it to the next essay)?

19. Finally . . .from Columbia University http://www.columbia.edu/cu/tat/pdfs/feedback.pdf Let your students know that you believe in their capacity to develop and do well in your course