Knowing how to avoid spending
weekends grading and giving better feedback is great; however, I have to wonder
– Why do students tend to repeat the same errors in their writing from one
paper to the next even after an instructor provides feedback. Much thought is spent “break[ing] down the
task into manageable steps” for students, yet many still walk around with a huge question mark above their heads.
I have spent time using rubrics,
remarks, proactive guidance (sample papers, handouts w/examples, etc.), face-to-face conferencing,
referring students to Writing/Tutoring Centers, et cetera.
Many students still manage to claim
that they do not know how to improve their writing. The most thoughtful
marginal comments on a student's paper are useless if the message fails to penetrate
the student(s).
Then there ARE the many students who
declare they will do anything to improve their grades – come to office hours,
make appointments with Tutoring Center(s), and even show their drafts to friends
– before attempting to do the most obvious: READ THE INSTRUCTOR’S FEEDBACK!
This is just a thought as I spend my
afternoons and weekends (this semester) addressing the ineffectual needs of students taking a Basic Skills
English course. The instructor has provided a straightforward template,
excellent feedback, rubrics, sample essays, detailed guidelines, et cetera;
however, students are continuously fumbling through the process.
I've been left wanting to GOUGE my eyes out after “mak[ing]
all elements of the task clear,” and yet only about 8 of a class of 40+
students get it!
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