“What are you trying to say?": Strategies for commenting on and reading student writing Dan Driscoll, Associate Director of the Drexel Writing Center Scott.

Slides:

Advertisements

Similar presentations

Formative Assessment William Reid Parent Council – November 12,

Advertisements

Engaging Students in Online Discussion

From Elaboration to Collaboration: Understanding and Supporting Second Language Writers Alfredo Urzúa, Languages and Linguistics Kate Mangelsdorf, English.

Sharing Student Writing and Teacher Response How Posting to a Class Website Has Altered Our Teaching.

Handling the Paper Load : Alternatives to “ Homework ” for Writing Instructors.

Assessing and Responding to Student Writing ______________________________  Spring Institute on Teaching with Writing Communication Across the Curriculum.

+ Eastern Illinois Writing Project Opportunities for Teachers across Grade Levels and Disciplines.

 Peter Elbow On Writing Prof. Myrna Monllor Jiménez Prof. Helen Avilés

Teaching English in the Senior Division. Denise Shannon English Department Head St. Paul High School

Preview for Writing #1 General Expectations Defining Assignments Genre Features Evaluation Criteria Review Samples Planning Activities Interwoven Throughout.

English Public Speaking: Course Design & Teaching Plan Fudan University Wan Jiangbo

MAXIMIZING FEEDBACK TO STUDENT WRITING THROUGH GOOGLE DRIVE Jude Miller (Rowan University), Jeffries Hall 103

Transforming Readers to Writers: Three Steps to Creating Effective Writing Assignments May 2011 Spring Modules Writing Across the Curriculum Beth Hedengren.

Presented By: Heather Stewart Regional Literacy Consultant Region 4 State Support Team 1.

UNDERGRADUATE CLINICAL COMMITTEE SPRING 2011 Clinical Evaluation.

Formative Assessment in Idaho Idaho is committed to the idea that a system of assessment will yield far better information about teaching and learning.

ASSESSMENT& EVALUATION Assessment is an integral part of teaching. Observation is your key assessment tool in the primary and junior grades.

Principles of Assessment

What Does Research Tell Us About the Teaching and Learning of Writing? Writing Resources Center UNC Charlotte 1.

Authentic Writing in the Classroom Using the index cards at your table, complete a two minute “Brain Drain” on all you know about authentic writing.

Huntington English & Media Faculty Coaching for Better Learning.

Dr. Marcia Matanin, Youngstown State University Dr. Julie M. Knutson, Minnesota State University-Moorhead.

Writing at Doane College: a Workshop David Smit Department of English Kansas State University.

Minimal Marking A technique for Responding to Student Writing and Teaching Grammar and Editing Lennie Irvin, San Antonio College.

Responding to Student Writing: Tips on Grading and Providing Constructive Feedback A presentation by the Academic Writing Centre.

From the Beginning Planning for Impact in Writing Instruction, 6-12 Dr. Patti McWhorter

Key concepts & principles of assessment. What is Assessment ? Assessment for Learning is the process of seeking and interpreting evidence for use by learners.

 Putting Down the Pen An Argument for Audio Commenting Sarah DeBacher FWP Chair, University of New Orleans Director, Greater New Orleans Writing Project.

TLPI Spring 2008 Secondary Math/Science 02/04/08 ► Red Binder Questions ► Pair-Share DEJ Notes ► Why Teach? ► Assessment ► Map of Pedagogical Knowledge.

Timber Trace Elementary School October 4, Introduction Module # 1 Structure of the Handbook Design Questions and Modules Sample Activity Box How.

Welcome Welcome 体验式英语教学理念与实践方薇 Today ’ s Tasks Purposes - why? Approach - How? Course Organization - What ?

REFLECTION AS ASSESSMENT IN THE WRITING CLASSROOM Kristen Hawley Turner

July 29, 2015 Dr. Ann-Marie Trammell.   What’s the question that goes with this answer? To begin… Reading Writing Workshop.

Susan Boone Westside High School Houston Independent School District.

Professional Learning in Action.  What separates a good teacher from a great teacher?

Ms. Lawhorn’s 6th Grade Language Arts Classroom #111 All Students Are Welcomed All Students will learn. New Arizona Middle School 15 Grove street Irvington,

Introduction The following slides reflect the views of both staff and students in regards to changes in teaching and assessment practices at Bedford Road.

Toward a New Understanding of Classroom Writing Assessment Dr. Brian Huot Kent State University Dr. Jeffrey Perry North Carolina Wesleyan 2009 Writing.

Responding Effectively to Student Writing Why We Respond When to Respond How to Respond The Ethics of Our Responses.

EFFECTIVE GRADING STRATEGIES A workshop presented by New York City College of Technology Writing Fellows Louis Lipani Bisola Neil 1.

BACK TO SCHOOL Welcome Back! Evaluation Task Force Findings.

The required textbook for this course is The Everyday Writer, 3e, by Andrea Lunsford ( © 2005, Bedford/St. Martin’s)

A Parent’s Guide to Formative Assessment Communication is Key! Education is shared between the home and the school. Good communication is important as.

Shaping a Writing Community with an Interactive Website for First-year Writing Courses.

EFFECTIVE GRADING STRATEGIES A workshop presented by New York City College of Technology Writing Fellows Emily Crandall Drew Fleming Pamela Thielman 1.

Running Effective Peer Writing Workshops Bibliography: Edward White. Assigning, Responding, Evaluating: A Writing Teacher’s Guide. Bedford/St. Martin’s.

Fall Cohort 2009 Cypress Springs High School Differentiated Instruction.

Instructional Rounds: Fall 2015 Debrief A Collaborative Approach to Improving Teaching & Learning City, Elmore, Fiarman, and Teitel. Instructional Rounds.

Supervisor Training PEER Centers April/May

Chapter 3: Writing Strategies and Skills Prepared by Kathleen Luttenegger, PhD.

Thumbnail sketch of some research on planning. Pianko found mainstream writers waited longer to begin writing than basic writers.

Grading Workshop: Using Rubrics/Scoring Guides Lisa Maruca January 12, 2008.

Nancy Grimm identifies three common objectives writing centers share: 1) A good tutor makes the student do all the work. 2) The ultimate aim of a tutorial.

ASSESSMENT and EVALUATION (seeing through the jargon and figuring out how to use the tools)

Research Assignment Design Kerri Carter – ext Diane VanderPol

Refining Student Assessment Effective strategies for assessing student understanding.

 Teaching: Chapter 14. Assessments provide feedback about students’ learning as it is occurring and evaluates students’ learning after instruction has.

STUDENT CENTERED What does that mean? STUDENT CENTERED teaching (and learning) –when teaching (including curriculum, goals, activities, etc.) is based.

Teach. Write. Teach Writing.. THE BASICS The Writing Across the Curriculum (WAC) program provides support for faculty university-wide in implementing.

Using the Framework for Success in Postsecondary Writing Cristyn Elder, Purdue University Margaret Munson, Arizona State University Sherry Rankins-Robertson,

Click to edit Master subtitle style Competence by Design (CBD) Foundations of Assessment.

Maria LeFort 1 M. LeFort - Teaching Reading Across the Curriculum - Part 1.

The First-Year Writing Program

Innovating Rubrics: Inviting Dialogue With and About Student Writing

Teaching By Principles H. D. Brown

Responding to Student Writing/Writers

Effective Grading & Rubrics

What Does Research Tell Us About the Teaching and Learning of Writing

Writing to Learn vs. Writing in the Disciplines

Writing Assignment Autopsy

Presentation transcript:

“What are you trying to say?": Strategies for commenting on and reading student writing Dan Driscoll, Associate Director of the Drexel Writing Center Scott Warnock, Director of the Writing Center and Writing Across the Curriculum

Plan Experiences Philosophies Roles Techniques Technologies

“What are you trying to say?" When reading our writing, could students often wonder the same thing that we do? Why do we comment? Who are we when we comment? Write-talk-write What do you think about when you respond to student writing? What’s your mindset? What do you feel?

Writers’ experiences with response? Too much Too little Too glib Unrelated to task Mean What is your relationship to the writer?

Sommers, Nancy. “Responding to Student Writing.”

Write-talk-write What does the reader see in your comments? What does your response look like visually?

Philosophy of response What are you trying to accomplish with writing in the course? Writing/content knowledge – where is the emphasis? Why are you using writing in your course? Grading vs. responding Summative vs. formative The grammar question

Roles (not exclusive) Reader Reflector? Not judge Could you enjoy this? Teacher Coach Interlocutor Expert (Writing? Content?) Hammer Editor Grader Judge Who should fill these roles?

Techniques Questions End/opening comment letter Commenting throughout Editing/correcting Conferencing Rubrics Categories/comment guides Collective (mass?) commentary Select samples Peer review

Technologies In-text commenting (Word, etc.) Track Changes commenting Waypoint AV Blackboard Learn Humbler options…

Audiovisual response

Working with your students’ writing Look at your sample of student writing. Identify/describe: Philosophy Role Technique Technology

Principles Why are you giving feedback in the first place? What are your goals? What is your purpose? Who are you as a responder? Decide what students need from you as a responder Where are they in the process? A lot of comments teachers make aren’t very useful because they are inappropriate for that part of the process Good assignments lead to better response Many technologies help make responding less onerous Lighten up on grammar

Resources Hesse, Doug. "13 Ways of Looking at Responding to Student Writing. Haswell, Richard. “The Complexities of Responding to Student Writing; or, Looking for Shortcuts via the Road of Excess.” Across the Disciplines 3 (2006). Hodges, Elizabeth. “Negotiating the Margins: Some Principles for Responding to Our Students’ Writing, Some Strategies for Helping Students Read Our Comments.” New Directions for Teaching and Learning 69 (Spring 1997): Clyde Moneyhun. "Less Is More in Response to Student Writing." Strategies for Teaching First-Year Composition. Eds. Duane Roen, Veronica Patoja, Lauren Yena, Susan K. Miller, Eric Waggoner. Urbana, IL: NCTE, “Responding to Student Writing - Principles and Practices.” Sweetland Writing Center. Sommers, Jeff. "Spoken Response: Space, Time, and Movies of the Mind.” Writing with Elbow. Eds. Pat Belanoff, Marcia Dickson, Sheryl I. Fontaine, and Charles Moran. Logan: Utah State Press, Sommers, Nancy. “Responding to Student Writing.” College Composition and Communication (May 1982): Straub, Richard, ed. A Sourcebook for Responding to Student Writing. Cresskill: Hampton Press, Inc., Straub, Richard and Ronald F. Lunsford. Twelve Readers Reading: Responding to College Student Writing. Cresskill: Hampton Press, Inc., Warnock, Scott. “Responding to Student Writing with Audio-Visual Feedback.” Writing and the iGeneration: Composition in the Computer-Mediated Classroom. Eds. Terry Carter and Maria A. Clayton. Southlake, TX: Fountainhead Press, Welch, Nancy. “Sideshadowing Teacher Response.” College English 60.4 (1998): White, Edward M. Assigning, Responding, Evaluating: A Writing Teacher’s Guide. 4th ed. Boston: Bedford/St. Martin’s, 2007.