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Responding to Student Writing

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by

Talia Argondezzi

on 16 August 2014

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Transcript of Responding to Student Writing

Talia Argondezzi
Varieties of Response
to Student Writing

By Location
- End Comments
By Function
- Facilitative
Facilitative Function
Includes or is summarized by the grade.
Describes the successes and failures of the paper, in end comment and/or marginal notes.
Uses evaluative words like "thought-provoking," "hard to follow," "well-written," "poorly organized," “good,” “confusing," etc.
Includes symbols, like checkmarks in the margin.
- Marginal Notes
- Textual Interventions
- Directive
- Corrective
- Evaluative
Directive Function
Gives explicit advice (directions) about how to move forward with revision.
Tells student how ideas or prose falls short; suggests improvement.
Goals: Clarity; assured guidance for students or situations that need it.
Involves student in the revision process.
Asks open-ended questions.
Invites student to participate in thinking how to best revise.
Goals: Interactivity; student maintains intellectual ownership.
Corrective Function
Copy-editing; similar to directive, but at the sentence level.
Includes making word choice, sentence structure, or sentence order changes.
Includes proofreading symbols like carets and "delete" and "transpose" marks.
Evaluative Function
Time-Savers
1. Comment extensively on drafts but
very sparingly on final graded drafts.
2. Consider using an audio-visual technology like Jing (http://screencast.com/t/dW0TAcE4iu). .
3. Read all, or at least half, the papers before
you begin to grade them or comment on them.
4. Intervene early.
5. Subject first drafts to guided peer review.
6. Resist extensive line-editing.
7. Use a grading rubric, especially for final drafts.
By the Kind of Changes Students Will Make
Revising (Higher-Order Concerns)

Editing (Middle-Order Concerns)

Proofreading (Lower-Order Concerns)
8. Only grade informal
writing sporadically.
Full transcript