Student WritingWriting for students
Respond to the writing of students
If you have any questions about writing to a student, your remarks should clearly mirror the hierarchical nature of your work. Larger topics should be dealt with more prominent and in more detail; smaller topics should be dealt with briefly or not at all. When you have detailed grammar or mechanics questions, you should ask the student that these questions be one of your primary goals.
After all, it is not irrational for the student to think that the amount of fluid you are spilling on a topic is in some relation to its importance. In many cases it is more useful to speak on two or three important topics in explicit, detailed and substantive terms than to speak on a superficial level on many topics.
For many experienced users, the ability to respond to student writing is one of the constant decisions not to make comments on less important topics. This reticence allows you to concentrate your energy on a few important points and also tends to convey a clean and easier to understand signal to the pupils.
Here are some proposals for writing a comment. Browse through four or five sheets of material to get an impression of the stack before sorting and sorting a sheet of film. A lot of trainers review each work once to understand the overall reasoning before making any markers. Diploma thesis: Do you have a key point in the newspaper?
At the beginning of the work is the theory clearly formulated? Do you have a clear layout of the document? Isn' it simple to grasp the key point of every section? Is the order of the overall arguments meaningful and easily comprehensible? Records and analysis: Is there receipts for each of his points on the document?
Did the document overlook any apparent or important proof? Do you have enough proof? Do you use the source (s) in addition to the primary text(s)? Do they have a clear case? Do you think the document is succinct and to the point? This is your last opportunity not only to criticize this work, but also to share your writing needs and your student aspirations for more efficient writing in the years to come.
Use the following easy to understand layout to display your comments: Retroreflect the major point of the document. Through reflective reflection of your comprehension of the reasoning, let the student see that you have taken the document seriously. Restating in your own words will also help you to justify your statement.
When the work does not contain a dissertation, reformulate the thematic area. No need to annotate every little thing that went badly in a newspaper. Instead, select two or three of the most important areas where the student needs to get better and present them in order of decreasing importance.
They may find it useful to transfer these shortcomings to such essays such as thesis, structure, evidences and style. Provide concrete samples to show the student what you see. Where possible, suggest hands-on approaches so that the student can fix the problem in the next post. If possible, enter your last comment.
When writing by hand, type in a line (not at an acute or side of a page) and don't type on the back, but add additional pages if necessary. If your comment is more legible, your pupils will take it more seriously. If you read a post thoroughly, you will want to make a comment at the edges of the page.
There are two major goals to these comments: to show the pupils that they are reading the document carefully and to help the pupils to comprehend the relationship between the document and their concluding commentary. For example, if you tell a student in the last review that he needs more analytics, he should be able to find one or more particular pages in the text that you think are missing.
Please make some favorable remarks. "A" and "big move" mean a great deal to the pupils, as do more detailed references to their commitment to writing. To reiterate success and make them an integral part of their writing repertory, you need to know what works in your writing.
Above all, make commentaries on pattern representational strenghts and shortcomings. Writing down samples (and tagging them only once or twice) will help trainers find a good equilibrium between whether someone actually reads their paper and overwhelms them with inks. Encryptic commentaries - e.g. "weak thesis", "more analyses necessary" and "evidence? "will not be fully comprehended by most college graduates, who will ask: What makes the theory weaker?
How does my instructor mean by "analysis"? If your commentary is more precise and precise, it will be more useful to student authors. Raising peripheral issues encourages a useful analytic technology and helps pupils anticipating prospective reader requests. It is also important in the face of tiredness and disappointment to approach the pupils with respect, just like the young collegues they are.
When the pupils have to fight to decode a remark, they probably won't care. Offers hands-on tips for effective and efficient annotation of student writing.