Student C-
I enjoyed reading your insights throughout this essay! It sounds like getting stuck on the beginning of the essay, like Ruth did, and getting caught up on grammar are two things you identify with from the Rose piece. One thing I though was particularly interesting that you discussed was the ability or inability to self-impose a free-write. It’s interesting to consider how non-blockers potentially learned to impose a rule to free-write on their own when they are stuck, or perhaps as their very first draft. How would a blocker try to learn this free-write rule for themselves, I wonder?
There were times in your essay that, as a reader, I was a bit tripped up over quotations. It can be helpful to integrate a quote into the essay as opposed to simply stating what was said. For example, instead of “The problem is that these rules seem to be followed as though they were algorithms, absolute dicta, rather than the loos heuristics they were intended to be,” you might try something like, “‘The problem,’ as Rose puts it, ‘is that these rules seem to be followed as though they were algorithms, absolute dicta, rather than the loose heuristic they were intended to be.'” You might even use your own words and pull out just a few key phrases like “absolute dicta.” One place you did this very effectively is when you wrote that “Rose states that ‘Students that offer the least precise rules and plans have the least trouble composing’ (pg 367), which I agree with.” Feel free to stop by my office hours if this is something you want to explore.
Your essay very clearly communicated your interpretation of Rose’s piece, as well as the ways in which you agreed or were ambivalent with his message. I felt that you were spot on near the end with your discussion of weighing the pros and cons of rules. Despite your concerns about struggling with writers block, your essay was effective and, particularly in your last paragraph, got your point across in a relatable and relaxed yet knowledgeable way. Well done!
-Mikel
One thing I enjoy about giving feedback is to put the choice in the hands of the student. They should work on an issue that is apparent in their writing if they agree with the assessment and see it as valuable. If they disagree, that’s cool too. It’s important to me to communicate constructive feedback as optional. I think it’s empowering to frame it in that way.
I also believe in focusing in on one or two things. Suggesting changes or improvement in a few or more areas can be overwhelming and discouraging. If they see too much negative, they may not work on anything at all. Thinking back to Bean, this is an assessment I think he would agree with.
I use these two strategies when an essay is at any level, good, bad, or in between. The best essayist can be encouraged to improve and not plateau, even if they know they are the best writer in the class, if the feedback gets through to them. It’s not always going to and that’s okay, but it’s our job to put it out there.
In writing this particular feedback, I wrote it assuming this was a student with whom I would have an ongoing relationship. If I were grading a student one time and would not interact with that student (or maybe if I were grading papers for someone else’s class), I would probably condense the feedback a bit and take some of the personal elements out of it, perhaps letting them know of outside resources (like the writing studio) as opposed to coming to me to work things out. I plug the writing studio and STC all the time in class, so I don’t plug it much in individual feedback. I also wrote a lot more than I usually would later in the quarter. But I like to keep it nurturing and personal where I can.