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Instructor Feedback 2.0: Shifting from Grammar-Based to Content-Based Feedback

Enhance student agency by providing feedback that focuses on critical thought and connects ideas to the central focus. Bust myths about grammar-based feedback and promote student engagement throughout the writing process.

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Instructor Feedback 2.0: Shifting from Grammar-Based to Content-Based Feedback

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  1. Instructor Feedback 2.0: Shifting from Grammar-Based to Content-Based Feedback Lindsay E. Lassen, M.ed. Shannon l. meers, mat, med.

  2. Objective: To promote student agency through enhancement of feedback on student composition through out the writing process.

  3. Activity #1 • Using the student sample essay, take a moment to grade this as you usually would for your class.

  4. Promote Student Agency • To allow students to express their voice, demonstrate their critical thinking, and analyze learned concepts through discourse. • To allow students to construct their own meanings of course content.

  5. Feedback Grammar-Based Traits Content-Based Traits Focuses on critical thought Links support to central focus or thesis Encourages development of ideas Connects student’s ideas with support from the text • Identification of: • Punctuation errors • Spelling and usage errors • Sentence structure errors • Diction

  6. Myth #1 Busted: Good teachers mark all grammar and language errors.

  7. What is the outcome? • Students maybe learn to use commas effectively (which they will forget before the very next essay) • Student agency is compromised and limited.

  8. Myth #2 Busted: • Commenting on only the final draft is a best practice.

  9. During the writing process: • Engage in conversations with your students throughout the draft process: • Content development • Thesis statements • Supports • Questioning to prompt student agency • Meaning construction • Grammar • Punctuation • Fluidity

  10. Myth #3 Busted: • The more problems identified in the paper the better.

  11. Quality over Quantity • Focusing on giving specific and constructive feedback to encourage student • Comment on student’s strengths and what they did correctly. • Rather than commenting in the margins, place comments at the end of the writing.

  12. Round #2 • Using a more content-based approach grade and comment on the student work sample.

  13. What’s the outcome? • Holds students accountable for their own content • Allows students to demonstrate their critical thinking skills • Promotes student agency

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