Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Improving Responses to Student Writing

Presentation for UGS Writing Flag Instructors
by

UWC Presentations

on 7 February 2017

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Improving Responses to Student Writing

Alice Batt, Ph.D.
Assistant Director
University Writing Center
Objectives
About the UWC:
Snippets of a Sample Consultation
Aside from responding in writing...
What
You Can Do
to Improve
Students' Experience with Feedback
The UWC Philosophy
Minimize marginal comments.
Write a
final comment
that summarizes your response and suggestions.
Experiment
with audio notes, video commentary, and other means of responding to students' writing.
Set up
conferences
to discuss first drafts. Ask questions that help you offer targeted feedback:
Non-directive
Non-evaluative
We tell every student that we are:
Improving Responses to Student Writing
To share with you some of the
challenges students face
when they receive feedback
One of the largest writing centers in the country
11,000+ consultations annually
Over 100 consultants and interns (grad & undergrad)
Encourage
(but please
don't require
) your students to visit the UWC.
To offer suggestions for improving the
kind of

feedback
you provide student writers and
maximize your efficiency
in grading
To give you a clearer picture of what
your students

experience
when they come to the UWC
?
Problems Students Experience with Feedback
&
This approach allows us to be more emotionally sensitive to the students' needs and helps to create a more relaxed environment
Being Unsure of
How to Interpret Proofreading Symbols
AWK
STET
BF
AGR
//
#
Being Unsure of
What to Prioritize
To a student, all margin comments can seem to be
equally important.
This can lead to a revision that prioritizes
local
issues
(spelling, gram
rather than
global
ones
(e.g.: spelling, grammar)
(e.g.: thesis, idea development, support).
Being Unsure of
How to Interpret Suggestions
"What does he mean when he says this
paragraph needs to be clearer?"
"What does she mean when she says I am being vague?"
Prioritize global over local issues
. Use
minimal marking
for local issues.
1.
minimal marking
2.
Minimal Marking
Select 2-3 paragraphs from
the
middle
of the paper.
Put a
check-mark
in the margin whenever you see an error in grammar, spelling, or mechanics.
Adapted from Richard Haswell's
"Minimal Marking,"
College English
, October 1983.
Ask
questions
to see if the student can recognize and correct the errors.
Prioritizing and Contextualizing Writing Issues
Prompt
Thesis
Audience
Coherence
Tone
Clarity
Support
Organization
Paragraphing
Introduction
Conclusion
Grammar
Punctuation
Transitions
Spelling
GLOBAL
LOCAL
Look for

patterns
of error.
Use

handbooks or handouts

to review correct usage.
Get the student to

apply

what he or she has learned.
questions
patterns
handbooks or handouts
apply
What
You Can Do
to Improve
Students' Experience with Feedback
Avoid simple judgments
("good", "bad", etc.). Frame your assessments in terms of

expectations

for the genre, assignment, or audience.

Let them know:
Describe your experience reading the paper
. The information you provide will help students understand how to think about their
readers' needs
.
3.
4.
expectations
when they've met expectations
what they need to do to meet them.
or
readers' needs
final comment
1.
"What's the thesis?"

or

"What part of the draft do you think needs the most work?"

2.
3.
or
Began operating on the main floor of PCL as part of the new
Learning Commons
In 2015-16 we...
<https:// vimeo.com/ 143637628>
In case of technical difficulties, use this link to view video:
Changed our name from Undergraduate Writing Center to
University Writing Center
Launched our own COLA
Graduate Student Services
, which has since expanded to all UT schools & colleges
???
!
Grading
Proofreading
Editing
Questioning
Diagnosing
Showing Examples
Giving Options
Modeling
"This is a 'D' level thesis statement. Include X and Y in yours to make it better."
"As a reader, I find your thesis confusing. Will your instructor?"
"What kind of thesis does your instructor want? Will it satisfy your instructor?"
Feedback
Directive &
Evaluative
Non-directive & Non-Evaluative
"Here are models of different kinds of thesis statements. Which one jibes with what your instructor wants?"
"According to this model, what could you change about your thesis statement to make it meet those expectations?"
Nancy Summer's "Beyond the Red Ink: Teachers' Comments through Students' Eyes", a Bedford/St. Martin's Production posted by Macmillan Learning.
PCL Learning Commons Resources

The Public Speaking Center

UT Librarians by appointment

UT Libraries "Chat with a librarian"

The University Writing Center
Full transcript