Assessing student assignments
When assessing a writing assignment, how much constructive criticism is too much? You don't want to break the students confidence by being too harsh, yet you need the message to get through. What are your best practices?
Are your assignments done as a build on process, where the students turn in pieces to be edited, for the final? I have found that students are less about the criticism but making sure that they can turn-in work for correction for the final project if they know there is a bigger picture at the end. (if this makes sense)
Somer,
Good point, not just ELL students, but many many students will write as if they are texting. For those students who struggle, having a rubric as to what to expect is a very good tool.
Shelly Crider
This is such a difficult question, and one that I face almost constantly. I teach to a population of mostly ELL students at the community college level and I find reading their work is almost painful for me. Combined with the lack of knowledge and practice with the English language, I also find that they are quick to write as if they are sending me a text message. I usually give out a rubric, advice they go to the free writing center on campus, allow them to submit rough drafts for editing, and I provide samples. Once they have turned their work in, I give feedback with the grade. I believe these steps set them up to be accountable, but it definitely remains a struggle. I generally tell my students that I am grading on the content, but if their writing skills get in the way of grasping the content, then I have to mark them down. If they do not gradually improve, I also have to mark them down. If I want my students to communicate clearly with me, then I know I have to communicate clearly with them.
Rosa,
Constructive critism is good to do in classes as this prepares students for the real work reviews.
Shelly Crider
I include with the constructive critism ppoints in their work that were good.
Nancy,
Thank you for the thoughtful post. I allow my Environmental Science students, who submit short papers weekly, to revise them if they earn over 50% on the first draft. That way I can be honest if the work is unacceptable but allow them to improve it or seek help as needed.
Nancy,
This is awesome! I like the fact that you take the extra time to "sell" what is important. Selling adds passion to what you are teaching.
Shelly Crider
I have been an English and communications instructor for more than seven years, and I am of the belief that if the instructor can sell the importance and relevance of effective writing and communication, students will pay attention and want to learn. Some of the ways I "sell" the need to have effective communication skills is by:
- explaining how others perceive individuals who do not show competence. For example, a misused comma is a sure way to show lack of adequate writing skills. Also, if writers cannot engage their audience, they will not be effective in whatever goal they are trying to accomplish; it is a waste of their time. So, if they are applying for a scholarship that requires a writing sample or providing a cover letter with a resume, they need to ensure no spelling or grammar errors and that their writing is engaging, or their application will be put in the "Reject" stack.
- I also try to demonstrate the feeling of professionalism and accomplishment when a concept is effectively communicated. Wow! I wrote that and I was successful, or I actually said that and people listened.
- One other strategy to helping students realize the benefits of effective communication, both in writing and in a presentation, is to emphasize over and over that we read and write to learn. Since I teach in an allied health sciences school, I often mandate, but not always, that they stay within their discipline. I encourage students to select a topic that they are struggling with in class - content is not my forte, so they can just relax and learn from their research used to develop a great paper or presentation.
These are just a few strategies that I have found helpful for engaging students, and although I never saw myself teaching writing, I love it. Still, grading is time-intensive, and instructors must be willing to put forth the effort it requires. I offer a free review if I receive essays prior to the deadlines, and I believe this strategy builds students' confidence because they go over the material atleast twice and end up with a good paper. Writing is iterative; constant feedback is necessary. I point out everything I see wrong in the students' writing, but I only hold them accountable for errors regarding concepts that I have lectured on. I feel that it is important for students to understand that they need to work to improve their writing (the preface stated everyone's writing can be improved), and I also feel that the more they see errors, the less likely they are to repeat them. It seems to work, and I feel as though I meet my overall objective in that students who leave me class have more confidence in their writing, but they also know that they need to work at all writing assignments, both professional and personal, if they want to be successful.
Emily,
I like this! Explaining that you want them to succeed may be the only support the student is getting.
Shelly Crider
Amy,
This depends a lot on the depth of the student. It is always good practice to let the student know what needs fixed, but what is good about the paper as well.
Shelly Crider
First of all explain to them that you want them to succeed in the field they are going into. Letting they know that you really care is important.
