For sure! Sharing "real world" feedback from professional settings is often eye-opening.
I also show students (early on in 100-level courses) some examples from actual posts and e-mails from my past sections (anonymously, of course). Some are so riddled with errors and confusing that we have to do our best to break down, as a class, what was meant. All the while we are clearly making the point of what is (and isn't) acceptable, careful writing for our class.
Marcia,
Great idea! I think they have to understand we all revise. I actually have shown students comments from editors from articles my writing partner and I have written. Sometimes they are very harsh! It is a hard lesson to learn to accept constructive criticism.
Dr. Kelly Wilkinson
I sometimes tell students about a paper I submitted to a class when I had gone back to college to get a second bachelor's degree. It was returned covered in red ink, but I did earn a decent grade. The professor talked with me about how he was trying to help. Often both college and professional writing are focused on communication with others, so the others need to understand.
It is important for students to disassociate from their writing to a degree in order to effectively revise and edit assignments. This can be difficult as can be reading grading comments. An essay or other assignment is something that a student created, and a student may see grading as a personal attack when really it is not.
Helena,
Great point. I also use Youtube clips to help them with citations and monitor them to see who is watching them. ( I can do that through my LMS). I have also given them voice over comments. I agree, students have to be responsible to know the expectations.
Dr. Kelly Wilkinson
I try to give as much feedback to the students that I can. I will edit their papers and direct them to more sources for further information if needed. Also if there are issues with citing sources properly I direct them to a sample paper that I have posted on the course homepage for them to refer to. Students also need to be aware of the instructors and schools expectations, which should be communicated on the first day of class.
Jenifer,
I may use this technique. Many students don't know that some things they do are wrong.
Dr. Kelly Wilkinson
I always post Ms V's top ten writing pet peeves to reference the most egregious errors that I encounter. This is posted in each course. Usually if grammar is an issue, I'll spot check the first pp, identify the most common error and have the student resubmit a portion, revised for just that one thing. Best not to overwhelm students with the red pen,
jv
ANNE,
I also do the same thing in both my f2f and online. It does make them work ahead and it give them good feedback. I am not the proofreader so the assignment must be complete!
Dr. Kelly Wilkinson
Your approach stated up front will make studetns except all of the notes you have provided. My online school provides paper evaluation free with a 24 hour response. Helps students correct before they turn it in. Only problem is they have to have assignments done early!
Deborah,
I do the same thing. When you get a "bunch" of comments from me that means I know that I know you can get better.
Dr. Kelly Wilkinson
I let students know that even though they may see a lot of comments from me in a paper, it doesn't mean I am picking on them. I am there to help them become better writers and we all had to start somewhere.
Deb Moerland
Chastity,
You are right! We have to temper our comments. I think we should include student responsible along with student centered!
Dr. Kelly Wilkinson
Ginger,
You should alert students to how you grade at the beginning. I teach a writing course and I tell students the only way to improve writing is for me to comment and comment often. While I give a tremendous amount of feedback, I also provide positive comments about their work. Yes, it take time. . . .
Dr. Kelly Wilkinson
This is an important balance because students must know that you care about them before they will respond positively to criticism.
So, that's the tone I set at the beginning of the feedback or email. I let them know that their question or their assignment is very important to me and I want to be clear on how I can help.
Then, I am very candid in terms of the communication errors they made. And I relate it back to the fact that their reputation and how others see them is based largely on your written and verbal communication (in an academic or professional environment).
And since I really want to be able to address their issue/question, the first thing I'm going to ask them is to re-do their correspondence and be clear so that I can understand their request.
In these situations, it is important not to over-generalize, be too formal and not to sermonize or patronize.
I make a simple request and let them know I will respond to their corrected communication ASAP.
