Giving Positive Feedback in Writing December 2, By Jimmie Quick 15 Comments When you are helping your child in the revising stage of writing, be ever so careful with your criticism. I do see the positive aspects, but I tend to only verbalize the negative aspects.
Dear Student, You have a clever argument.
Importantly, you build in very plausible objections to your claims and then seek to respond to those objections. Your three points of criticism build very well on each other, and you end with a satisfying resolution. As noted throughout, the biggest weakness of the paper is the occasional lack of clarity.
I suspect that a lot of this has to do with the difficulties of writing in a second language. I encourage you to avail yourself of the writing center.
Also, as noted, your opening needs to be more clear. Not only did you fulfill the assignment, you also wrote a long-ish intro and answered questions that went beyond the prompt. Doing so within the word limit and doing it well deserves recognition.
James From an inadequate paper: The following was written in response to a student in a first year writing class. Both the nature of the class and its small size facilitated more substantive feedback than is always possible.
My comments below, however, are indicative of the tone and approach I take toward papers I consider to be significantly inadequate. Specifically, I want to emphasize the following: Your paper is almost exclusively a report of various points of consensus among the authors you cite. This does not meet the specifications of the assignment.
A clear and specific thesis sentence stated up top will help you to organize and tie together the various parts of your paper.
The conclusion section should also help to do the same thing. Your conclusion here is a bookend, bringing up the same or at least a similar point as the one you began with concerning the different kinds of attraction that exist.
More than just a bookend, however, you want your conclusion to be in the service of your argument. At each stage, however, ask yourself —how does this support my argument?
Is this fact clear to my reader? Remember, however, that the paper is not just a list of points. This is closely related to my comment on argument. Transition language needs to be accompanied by explicitly tying together or explaining the relationship between the different sections of the paper.
Doing so is an important way to highlight your overall argument and make the paper cohere. As discussed in the assignment, a critical part of your argument is exploring a counterargument.
Either in making specific claims to support your thesis or after articulating your argument, consider countervailing evidence or interpretive frameworks or objections to your reasons and conclusions.
Doing so will strengthen your case. This is not just true when attempting to make your own argument, but is also an important element of explicating the academic dialogue for your reader.
Help your reader to understand the tensions, contradictions and questions that are left in the wake of their studies.Responding to Student Writing Your comments on student writing should clearly reflect the hierarchy of your concerns about the paper.
Major issues should be treated more prominently and at greater length; minor issues should be treated briefly or not at all. Included: positive report card comments for you to use and adapt. Sally will learn to use vivid language in her writing. displays good citizenship by assisting other students.
joins in school community projects. is concerned about the feelings of peers.
Comments in the margin such as “vague,” “confusing,” and “good” do not help students improve their writing.
In fact, many students find these comments “vague” and “confusing”–and sometimes abrupt or . Report Card Comments It's report card time and you face the prospect of writing constructive, insightful, and original comments on a couple dozen report cards or more.
This is a good activity for determining your students' note-taking abilities. Tell students that you are going to share some information about yourself. They'll learn. Comments in the margin such as “vague,” “confusing,” and “good” do not help students improve their writing.
In fact, many students find these comments “vague” and “confusing”–and sometimes abrupt or harsh. You can use these comments to help guide your conversations during writing workshop and writing conferences. Or, use them in your written feedback at the top of student work or on sticky notes.
These comments can also be used to help describe student writing for portfolio assessments, progress reports, report cards, or in parent conferences.4/5(K).