Commenting for Improvement on Student Writing: Are We Speaking the Same Language?Prepared by Roxanne Munch, Interim Dean of Arts and Sciences, Joliet Junior College21 February 2014

Today’s Plan1.1:15-1:20 Notecard questions2.1:20-1:30 Share and capture

responses3.1:30-1:40 Presentation Slides4.1:40-1:50 Video: “Beyond the Red

Ink”5.1:50-1:55 Final Q & A

Notecard Questions1.What is your personal best

practice in assessing student writing?

2.Were you formally trained to assess student writing?

3.Do you assess writing electronically?

Responses to Question #1 (captured during session) Rubrics—makes it transparent. Rubric developed for research papers. Holistically looking at content/logic/structure, grammar &

mechanics, effort and ability level, and disabilities (if applicable). Comment extensively. Creating and making use of an (ever-growing) document

containing pieces of specific praise and criticism, then pasting these into student written work along with links (e.g., to Purdue OWL) to help address specific concern.

Specific information about how to make the sentence/paragraph/paper stronger.

Avoid rubrics—write a letter to the student explaining how to improve and what is great.

Responses to Question #1 (captured during session) Actually reading the entire paper and adding pertinent comments

when needed throughout. When I have time to personalize comments in a way that allows

students to be more curious about some concept and allows them to understand that what they have to say is okay—it might just be able to be better.

Using rubrics to assess student writing so that all writing samples are assessed for the same content.

Commenting extensively on student drafts. Rubrics—makes it clear to both faculty/student. Read them completely before making notations. Rubrics clearly defining expectations; indicating problems in

writing but not correcting them for students—allow students to correct errors after some explanation from me.

Responses to Question #1 (captured during session) Developmental reading—strictly judge by whether or not

they completely and accurately give information based on the assignment.

Write letters—helps to avoid only marking errors that may not exist after numerous revisions—point out what is great and why; what needs improvement and options.

I actually do read all of the papers; some faculty “just skim.”

Focus on what the student can do to make the sentence/paragraph/paper stronger. I’m specific and individualized in my feedback, but it is quite time consuming.

Using rubrics that were collaboratively developed.

Responses to Question #1 (captured during session) Transparent and ongoing processes. Students are aware of rubric,

expectations, etc. They are asked to code drafts according to the rubric and I provide feedback to the students on the rubric. Students write as a process; they turn in multiple drafts.

I developed a rubric for MLA research papers that helps me give focused feedback to students.

Carefully written rubrics—provided to students ahead of time. I try to learn my students’ backgrounds, interests for the future, and

expectations of themselves. Then I translate that into how I evaluate their performance on essay writing (usually narrative).

I tend to review papers for how they integrate outside sources well either by summary, quotes, paraphrase the best. I like to give extra chances at integration. I’m a librarian which is why this is my focus.

I refer students to the writing center if they cannot decipher the essence of what they are trying to communicate. (I am not an English teacher.)

Responses to Question #1—JJC English Faculty

“I provide a long and very precise description of each essay’s strengths and weaknesses at the end…I really am quite pleased with the practical and clear manner in which I describe each paper’s successes and opportunities for improvement” (Jim Baskin).

“My best practice:  show don’t tell. . . . Since I work with developmental students I am constantly developing their sense of language – especially how it sounds whether spoken or written” (Theresa Carrillo).

Responses to Question #1—JJC English Faculty “I explain the problem the first time I see it, mark it the

next two times, and the last time that I identify the problem, I tell the student that this is a repeated or major concern” (Mari Johnson).

“My best practice is having a clear rubric that shows students how their papers are assessed and graded” (Kristin LaTour).

“I always say something positive before critiquing a student's work. I always try to be specific in my comments” (Bill Yarrow).

Responses to Question #2Formally trained?

Yes No7 12

Grade electronically?

Yes No9 10

Why do we comment?

“A professor’s purpose in providing feedback to students about a particular piece of writing should be to give them insight for revising that piece of writing. . . . Although professors may agree with the premise that feedback should give students help in revising their writing, professors understanding of what constitutes useful feedback may in fact run counter to the purpose of providing useful feedback” (Speck).

Common Misperceptions about FeedbackFeedback identifies errors.

• Doesn’t help improve substance• Tells students that avoiding errors is what really matters.

Feedback justifies the grade.

• Doesn’t help with revising• Puts emphasis on grade rather than improvement

Feedback for one assignment can be transferred to another assignment.• Different expectations may apply to different assignments• Transfer is not proven

What doesn’t workProblem Examples

Cryptic responses “awkward”“good” or “bad”“revise”“wrong”

Negative responses “This is a stupid thing to say.”“You’re poor writing ability suggests that you shouldn’t be in college.”

Too much response Writing more than the student—overwhelming commentary.

What worksHelpful Feedback Illustrations

Create a dialogue. Use marginal comments to raise questions.Expand the discussion.Ask for definitions.Use journalists’ questions with explanations.

Point out successes. Offer praise plus the reason for the success.

Refrain from unprofessional comments.

Don’t vent frustrations, use offensive language, or respond rudely.

Summarize. Use end notes to help define priorities.Give students options. Offer choices for revising strategies.Write comments that model good writing.

Check our own grammar, word usage, and tone!

What about grammar?

Focus on global issues first. Editing is the last step in the writing process.

Knowing high-frequency errors may help pinpoint errors to address in class or elsewhere.

Help students set priorities for review—identify one or two repeated errors.

Use standard terminology and abbreviations for notations. Indicate handbook or online resources for targeted items.

Video: Beyond the Red Ink

What are students telling us? “Teachers should say to their students, here is why and

how I comment. Welcome to class.? “Help students to think for themselves. Less is more!! “Professors, Inspire us with your comments. Let your

passion shine through.” “Give something positive before taking something away.

‘The sweet before the sour.’” “I would suggest to suggest, not demand.” “Write comments that begin conversations, not end

them.” “Encourage us. Show us how to become better writers.”

Questions?

SourcesAttendees at the session—slides 4-7.

JJC English Faculty: Jim Baskin, Teresa Carrillo, Mari Johnson, Kristin LaTour, and Bill Yarrow

Speck, Bruce W., et al. Grading Students Classroom Writing: Issues and Strategies. ASHE-ERIC Higher Education Report, Volume 27, Number 3, n.p.: 2000, ERIC. Web. 20 Feb. 2014.

Sommers, Nancy. Beyond the Red Ink: Students Talk about Teachers’ Comments. DVD/Video. Bedford/St. Martin’s, 2012.

Contact Information

Roxanne F. MunchInterim Dean of Arts and Sciences

Joliet Junior Collegermunch@jjc.edu1-815-280-6731