We’re like friendly strangers. 2, 1982, pp. Terms & Conditions | Privacy Policy | Developed with Mercury1. This got me thinking a lot. 0000728259 00000 n 0000739087 00000 n Hong Kong, Anton It was also enjoyable to make connections across writing centers and bring folks from DePaul’s UCWbL into conversation with TAs at UW-Madison. Thanks for this post, This got me thinking a lot. As a tutor I am more aware of the peer role, and I don’t have any idea how this person will react, so I’d say I’m more cautious with phrasing.” Mark mentions that knowing the writer also means knowing the writer’s previous work. I don’t know how well I was able to shake that teacher identity or whether it’s even something I should want to do, but I did find it helped me to expand my ideas about what a “good” response to my prompts should look like. Five good comments with examples to back them up can be very effective. In these cases, I think my feedback is more limited because it is hard to offer suggestions when I can’t tell what the student wants their essay (or whatever) to do. And yet still some of the posts went back and forth between the authors and me several times before they were released to the public – here I fully agree with Zach when he says that “[he has] found that being directive doesn’t do the work for students […] because there are still many steps between [his] advice and a better draft”. As a teacher, I want every assignment to matter to that student– as a tutor, I hope for that also, but I also just want them to do well. . Whether these commenting processes take place within the writing center or in the classroom, I believe we should continue considering how these shifting contexts and roles might alter or affirm our pedagogical practices. Why not ask for extra focus on what you have done well? It’s great to hear and learn from smart folks we know in the UW-Madison writing center! I had scheduled my feedback towards the end of the project (3rd draft). I’ve done a similar thing during late-semester peer review by encouraging my students to think about the way I’ve been commenting on their work and attempt to channel me in some of their responses to their peers. I commented on all text levels: from global, structural features and content issues down to surface and mechanical errors (vocab, grammar, spelling, referencing, lay outing). 0000800185 00000 n . There is an expectation for an answer–whether a direct answer through a follow-up email or after class conversation or an indirect answer through a subsequent revision–that doesn’t exist in the writing center context. 0000813385 00000 n trailer <<19C298120A9A47EEA7603776352AECDE>]/Prev 1207338>> startxref 0 %%EOF 114 0 obj <>stream to your purposeful move from teacherly comments to tutor-y feedback. h�b```f``������y�A�D�b�,kDܿ��(�m�y=����A� +/�f�� . La Wantzenau, Dorothy Leigh Elion When we’re the ones who generate the prompt and (as Hannah identifies) hold the evaluative authority of grading, it’s perhaps easier to place a premium on our recommendations over any concerns the writer might have. 16-29. They ask questions as a way of fostering dialogue. 0000761868 00000 n �C�_k�`k�B�a� M�.�8�I}�IV�`ǟ�%F������IGﾯK���u�DZ�����SI�����U��]5�����8awr�^Y���'�O�Mƅ��|��uW��U���a��ݤc���%z��תC��婡�v�/)����}@��u"2u��8T5��]Q٘�\�#}�B����R ;_���+��pCc�+��aM����Ѥ�* L�6�� �V��!0M��5kR�9ΘW�+����~̒ӄ�r��{����Nx�\�{�=�A���vසx{�x{�x{�x{�x{�x{�x{�x{n9'�P��\.�*����=�Ah�P�|��ѝC?h��~ �?�) endstream endobj 75 0 obj <> endobj 76 0 obj <>stream I am much more direct. I think this is just another (striking) example of the that context influences our feedback strategies. Dear Matthew, In the session, I am making sure every moment and move matters. Below, find thirteen examples of how teachers have made feedback (as opposed to advice and evaluation) more central to their work with students: 1. (",�����!z߸.��CHPfͲhr��K�7�H�5 SX�!���7�p��6Q��Ð�-�J�EB[�2���'!A���a�,����p��! But the assignment isn’t the only thing we tend to know better when we’re the teacher; we also know the writer. London, Subashini Nancy Sommers, in her canonical article “Responding to Student Writing,” asserts that as composition teachers “we comment on student writing to dramatize the presence of a reader, to help our students to become that questioning reader themselves” (148). And yet, as I reflect on how my relationship with a student changes how I approach my written responses, I don’t think that I am more direct with students I know well. The writer knows who I am and (I hope) trusts my capacity to provide productive feedback. . Reflecting on it, I’m not thrilled to think just how much my comments were informed by the evaluative mark accompanying them – almost a defense of the grade, whatever the grade, saying “Here’s where this writing falls within the rubric and for these reasons” – rather than by the student’s development as a writer. These are just my own tendencies, and I appreciate that your post made me consider them. 0000776816 00000 n .’—I’ve found that being directive doesn’t do the work for students (as some people fear) because there are still many steps between my advice and a better draft.”, For several of the survey respondents this altered relationship to the prompt opens up the possibility for more directive comments. Get to the point and be specific.
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