The Interest and Sources and Methods In my undergraduate at Western my largest frustration came from peer feedback days. I knew I was a good enough writer that most of my class would enjoy what I wrote, and so when it came time for my piece to be critiqued a got a chorus of “it […]
feedback
Feedback and Revision: Pedagogical Approaches to Advance Student Writing
The teaching-focused research question I propose to study next quarter is, “What type of teacher feedback generates substantial student revision?” For this study, I will require revision for two assignments: the literacy narrative and the research proposal. The literacy narrative provides an opportunity to dive deeper into creative writing and work on storytelling elements. The […]
How to Generate Substantial Student Revision: A Study on Effective Feedback (And Related Assignment/ Rubric Structures)
Teaching English 101 this quarter has ignited many questions for me regarding what pedagogical approaches advance student writing, specifically in the realm of feedback and revision. My motivation to understand best practices in regards to how to give effective feedback and how to assign and evaluate revision, is rooted both in wanting to provide students […]
The Big C
This is based on Student C’s short essay: Hello C-Train, I really enjoyed reading your response to Rose’s article. You seem to be finding a way to maintain your unique voice when you’re writing. I especially enjoyed the way you reflected on the difficulties you have had adjusting to a second language. The line “I […]
Student B, Emotions
Hi, Student B, Thank you so much for sharing your writing with me. I really like the way you took a specific idea, gratention, and focused on it throughout your assignment. I thought you did a nice job introducing Mike Rose’s article, in a lot of ways this helped center me in the ideas that […]
Apprehenzled Instructor
Feedback: Dear Student A, Your second paragraph is pure gold. I love how you set yourself up in contrast to those writers who love their craft and appear to be effortless in their production. At the end of that paragraph you give a succinct definition of “apprehenzled” and the emotional state that it entails. With […]
Feedback for Student C (On Their Response to Rose’s “Rigid Rules”)
Feedback: Dear Student C, Your essay response to Rose’s article was self-reflective and engaging. You successfully demonstrated what from the essay resonated with your own experience and process. Where you lost points in the rubric were in demonstrating an understanding of Rose’s primary message. For example, the first paragraph of your essay conflates the rules […]
Seen and Heard: Attempting to Personalize Feedback
(Student B, Project 2) You really got what this project was about! You center “gratention” around your own experiences, both through what you were taught in elementary school and in your writing experience as you grapple with your introductions. Not only is “gratention” a perfect word to relate to understanding you as a writer, you’ve […]
Feedback on Student B’s Gratention Essay
I read Student B’s Writing Emotions Essay, here is the feedback I would give to this student: “Hey Student B! For starters, I love your creativity in the emotion you came up with: Gratention. I think we can all agree that writing an interesting hook or pulling your audience into your essay from the first […]
Looking Capable (for 11/8/18)
I’m responding here to the last essay in the emotions grouping from Student C. This essay is a great example of written work that is well done. I see excellent connections to multiple secondary sources, self-reflection on the process of writing, and then bringing it together with a personal connection that unites the piece together. […]
Towards De-mystifying Writing
Many students in their original letters stated they weren’t good writers or that writing wasn’t their strong suite. I’ve tried to revisit this notion in mid-term conferences and gauge how students feel about their original statement. While I haven’t gotten through many mid-term conferences yet, many students have said that they simply have not had […]
Can a bad experience make me a good teacher?
Detached, but clearing the boredom from my eyes; indignant, but mentally rehearsing humility. As the bell for the end of the period rang out, I tucked away my notes and pulled out the objects of offense: four papers, each bearing a hastily scrawled condemnation of my hard work: B+ I approached the front of the […]