Introduction

Myths and Realties

When Not to Respond

Designing Writing Assignments

Commenting: Margins and End

Commenting on Drafts

Rubrics

Helping Students Learn Editing

Helping Students Learn to Fix Errors

Overview of Rhetorical Context

Discipline Specific Resources


Print-Friendly Page Print Page
Authors & Contributors

Insight from a Colleague

SueEllen Campbell in the English Department takes a different approach to commenting on student work. In her view, the key to successful student writing and teacherly commentary is to set up the questions or tasks to engage students with the material. Even more important, she thinks of the writing as a semester-long assignment and so shapes her commentary to go along with the practice students get along the way. She comments much more on papers at the beginning of the term, but even then she limits herself to commenting on only one or two criteria. She adds more criteria for subsequent papers and she explains clearly to students her "sliding scale of standards." She often uses symbols as shortcuts when commenting on papers, and then she explains the symbols and expands her explanations with student samples in class.