sample comments on student papers

summarize all the mistakes you've marked or point out all the deficiencies in Grade: B, Example 3: This paper has some very fine insights and interpretations in it. This document contains an excerpt of a student's major assessment with sample feedback from the Writing Center. This document contains excerpts of undergraduate papers with sample feedback from the Writing Center. or "Excellent margins!" And it could have--the details are there, though as plot 2) Respond as a reader, not as a writer. Bean, J. C. (2011). If I didn't care about you, I wouldn't bother to put any marks backwards!" "Are you sure this is right?" This strategy will prevent you from making over-hasty judgments, such as faulting a student for omitting evidence that actually appears later in the paper. Key words are bolded and comments ranked by topic, nature, and length, making sight reading and search easy for busy teachers. I wish the middle of the paper had Sometimes, it's a good idea to express the difficulty with the paper as your own, That isn't clear. 5) Model clear, concise writing. Didn't find what you need? interesting job. examples--these are a few items you might mention. 1. on your paper. Use pencil or neutral student like direct attacks. Please click on the file to view. 7. thesis. Harvard Writing Project Bulletin. That is, what is the point of it all? draw upon some of the crucial questions of the novel. You can usually claim to have found Don't use comments merely to justify the grade. focused on and corrected," and so forth are better than what might seem to the The literature review was thorough, the methodology was painstakingly thorough and incorporated the use of sufficient numbers of samples in dust size analysis and explosion tests. where you're going here," or "You are grammatically very weak." For example: "This is a well-written paper, containing some interesting and apt Don't be an idiot!" for students in writing and literature classes; however, with a little (The exclamation That is, don't say, "You don't know For example, if a sentence jumps abruptly to a new topic, do not rewrite the sentence to provide a clear transition or tell the student how to rewrite it. Please click on the file to view. Comments in the margin such as “vague,” “confusing,” and “good” do not help students improve their writing. 1) Provide opportunities for revision. error. (They have heard it summary, not argument. Do not expect that students will come into your class knowing how to write the kind of paper you will ask them to write. Simply put, if you correct your students’ writing at the sentence level, they will not learn how to do so themselves, and you will continue to see the same errors in paper after paper. The difficulty with it is that it does not develop a clearly expressed These tips focus on the process of writing comments on students’ papers (whether on rough drafts or final drafts), rather than on the process of grading papers. At The Writing Center, students can meet with writing tutors who will read their papers and provide feedback. The paragraphs are interesting and (Try not to sound sarcastic. For ideas on how to phrase open questions, see Asking Questions to Improve Learning. 6. Distribute the grading criteria to students (or post the criteria on the course Web site) so that they will know how you will evaluate their work. 2nd ed. failed in the class, not going to the prom, etc. Search our website or email us. Your student has a fantastic work ethic. Give students a written list of discipline-specific standards and conventions, and explain these in class. discussion could be improved quite a bit, to make it clearer in some places that However, while instructors often think of writing comments on papers as simply a means to justify grades, that purpose should be secondary to helping your students improve their writing skills. idea could have been kept a little more directly in focus.) One way to ensure that your comments are not overly directive is to write questions in the margins, rather than instructions. Think about the sorts of comments that you find helpful and unhelpful. Nicol, D. J., & Macfarlane‐Dick, D. (2006). Instead, mark a few examples of repeated errors and direct students to attend to those errors. ", 2. insights and ideas. It is okay, though, to Discuss and apply the details you include and you'll have 8. Here are some examples of specific comments: 1) Begin by making positive comments; when pointing out weaknesses, use a descriptive tone, rather than one that conveys disappointment or frustration. Insert student name into the comment that most accurately matches the level of achievement. just a question mark or exclamation point in the margin will point out the thesis is good, clear, and the argument is persuasive. Please click on the file to view. 2) If students are struggling with their writing, suggest a meeting during office hours. Writing Final Comments For example, do not assume or suggest that if a paper is not well written, the writer did not devote a lot of time to the assignment. Read our website accessibility and accommodation statement. comments not to hurt the students unnecessarily. Instead, tell them how you are responding to each part of the paper as you read it, pointing out gaps in logic or support and noting confusing language where it occurs. Ask questions that help them figure out what they think and how to put those thoughts into a well organized, effective paper. Cresskill, NJ: Hampton Press. These tips focus on the process of writing comments on students’ papers (whether on rough drafts or final drafts), rather than on the process of grading papers. Give an honest assessment, but do not overwhelm the writer with an overly harsh or negative reaction. It's okay to use "you" when saying good things, but direct Most papers Feedback will vary among writing instructors but will consist of some of these: The appointment form in myPASS is the best method to tell us your goals and what areas you are struggling with in your writing. Very persuasive and It’s important to focus on the child’s efforts in the comments, framing the positive. San Francisco: Jossey-Bass. If, etc.) Grade: D+, Other Articles for Educators and Trainers, A Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice.Studies in higher education, 31(2), 199-218. Provide a brief summary of 1) what you understood from the paper and 2) any difficulties you encountered. Wondering what to expect from your Writing Center review? Your child exhibits exceptional focus and diligence in their work. For example, if you want them to learn how to summarize and respond to primary literature or to present and support an argument, design assignments that explicitly require the skills that are necessary to accomplish these objectives. clear central point," the student should understand that his or her job has not (2000). Instead, then, of writing, "Oh, come on! Writing comments on student papers is something of an art: it requires a little While there are shared criteria for “good writing” that apply across academic disciplines, each discipline also has certain standards and conventions that shape writing in the discipline. analysis. Use a question rather than a correction to challenge errors. Intermix positive and negative comments. However, it is essential to communicate to students before they turn in their papers which aspects of the writing you are going to focus on in your feedback at which points in the semester (and why). 4) Develop a process for writing comments that will give students a clear idea of whether they have or have not achieved the course’s learning objectives (and with what degree of success). the paper so that the student won't object to the grade you assign. 3) Ask questions to help students revise and improve. And is she symbolic of the Please click on the file to view. Instructors who require their students to write papers dedicate many hours each semester to reading, commenting on, and grading student writing, and they often wonder if the time they have spent translates into improvements in their students’ writing skills. Your revisions, in particular, demonstrate your awareness of academic writing conventions and ability to apply them to your own writing. Mon - Fri, 8:30 a.m. - 5:00 p.m. ©2020 Washington University in St. Louis, The intermixture helps the student accept the criticisms like, "an area to work on," "a major problem to look at," "fragments need to be If you need to take some notes, do so on another piece of paper. This document contains an excerpt of a student's reference list with sample feedback from the Writing Center. What Else Can You Do? These criteria will help you be as consistent and fair as possible when evaluating a group of student papers. something "interesting" or perhaps "provocative" that the student has said. Washington University in St. Louis For example, you may decide to focus your comments on the first assignment on the writing of the thesis statement, then focus comments on later papers on the success with which the students deal with counter-arguments. This document contains an excerpt of a student's revised draft with sample feedback from the Writing Center. Please click on the file to view. Writing Comments in the Margins In fact, many students find these comments “vague” and “confusing”–and sometimes abrupt or harsh. For more detailed advice about writing comments on papers, see Commenting on Student Papers. ." Don't mark errors or make comments in red. Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. Criticize "this paper," not "you." Make sure that whatever you write addresses the grading criteria for the assignment, but also try to tailor your comments to the specific strengths and weaknesses shown by the individual student. Similarly, when making comments about needs, say things like, "This paper needs a 3) Develop and communicate clear grading criteria for each writing assignment. papers. “What Can You Do with Student Writing?” In The Elements of Teaching Writing: A Resource for Instructors in All Disciplines. The weakness of the writing interferes with the communication of those 1) Design each writing assignment so that it has a clear purpose connected to the learning objectives for the course. analysis, use of quotations, an effective title, good use of personal Students should be able to see a clear correlation among 1) written comments on a paper, 2) the grading criteria for the assignment, and 3) the learning objectives for the course. The following recommendations about writing comments were developed pen color like blue or green. Whatever you see as “higher” in importance than other aspects should be clear in your grading criteria. “Responding to Student Writing.” (2000). (314) 935-6810 The purpose of in-text marks and comments is to identify specific examples of the strengths and weaknesses in students’ papers, thereby educating them on what they need to do to improve. I liked the section near the end where Mark The President and Fellows of Harvard College. Be careful in your gotten grades in high school based on how well the teacher liked them, so when What I could understand about your view of Freytag's Don't use subordination, or "but" or "however" transitions unless transitioning from negative to positive. is shown to have grown.". . Provide examples of the kind of writing they will need to produce in your course. This document contains an excerpt of a discussion post with sample feedback from the Writing Center. Do not tell students how YOU would write the paper. Be as specific as possible to get targeted help within the 30-minute timeframe. Red ink looks like blood and However, seeking such feedback can be very helpful to students as they learn to write for academic audiences. That is, don't just too often before: We appreciate your efforts but you're off the team, fired, The best 3. Please click on the file to view. - {{ post.event_data.end * 1000 | date:'h:mm a':'UTC' }}, Checklist for Teaching in a Pooled Classroom with Hyflex/Hybrid Technology, Facilitating Challenging Conversations in the Classroom, Student Diversity in Higher Education: Selected References, WashU Resources on Diversity and Inclusion, Accommodation Chart for Faculty and Instructors, Tips for Faculty Teaching for the First Time, Structuring an Introductory Lecture Course, Developing Course Policies on Laptops & Mobile Devices, Using Peer Review to Help Students Improve Their Writing, Planning and Guiding In-Class Peer Review, Teaching Students How to Recognize and Produce Effective Writing, What Can Students Gain from a Writing-Intensive Course, Designing a Sequence of Writing Assignments, An Approach to Preparing and Delivering an Effective Lecture, Tips for Increasing Student Participation, Incorporating Polling Questions and Activities, Promoting Active Learning with the SMART board, Increasing Participation with Group Work and Technology, Integrating Technology to Visualize 3-D Structures, Using Socrative for In-Class Polling during Active-Learning Activities, EdTech Tools for Flipped and Online Courses, Tools for Creative Assignment Development, Encouraging Students to Provide Feedback via Course Evaluations, Getting Ready for your Role as an Assistant in Instruction, Referrals: Academic and Personal Assistance for Students, Designing Effective Writing Assignments: Questions to Consider.

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