Responding to Student Papers
The types of comments we put on student papers should be related to our purpose for the papers. Consider using comments to those found below – based on YOUR purpose for the paper.
Are we trying to help students deepen their exploration of their topic? “Can you give an example of this?” “Vague description” “I am having difficulty understanding how this source relates to your thesis claim”
Are we trying to help students have a clear organization? “Make your assertions in a thesis and locate it at the end of your introduction section” “Include a topic sentence at the beginning of each paragraph to tell the reader the single main idea of the paragraph and how it relates to your thesis” “Would this paragraph more fully support your conclusion?”
Are we trying to teach students principles that will improve the paper? “Comma splice – this occurs when 2 sentences are joined without appropriate punctuation” “Move this short paragraph to the end of this section” (Lunsford & Straub, pp. 169-172)
Are we trying to encourage critical thinking on the topic? In general, students believe they ARE using critical thinking. So even with lots of our comments, students may still “restrict revising to changes that minimally affect the plan and order of ideas” (Knoblauch & Brannon, pp. 307-308).
Students may believe that they have sufficient depth and organization of their topic. They may tend to simply “adjust” the paper based on our comments. This seemingly “minimal response” by students is typically not due to laziness; it is difficult even for experienced writers to conceive of alternate ways to think about their topic and to present their evidence.
Are we commenting on a late draft? Choose only 1-2 main issues and ignore the rest. Be aware that our comments will not “automatically [lead] to the substantive revision we have in mind” (Knoblauch & Brannon, p. 307).
In general, choose 2-3 areas where the student has done particularly well and explain why they are well done. Limit your directive or negative comments to no more than two! Then, “for the other ninety-nine errors that disfigure the paper . . . simply ignore them. If you mark them all, or even half of them, the student learns nothing; he [or she] only advances one step further toward a settled conviction that he [or she] can’t write and there is no use trying” (Diederich, p. 223). Address fewer issues – but more in-depth (Straub, p. 353).
Are we simply grading a paper we assigned that is due at the end of the course and which has had no prior feedback from us or classmates? Don’t waste time with detailed comments or recommendations for future papers. Don’t request changes; simply assess to what extent the student has fulfilled the assignment requirements. You may want to respond as a reader throughout, making 2-3 comments per page (e.g., “effective definition of your treatment of the topic,” “I do not understand why this argument has been included,” etc.) and a final comment section that both praises and offers limited recommendations for future writing.
All cited material comes from Straub, R. (ed.). (2006). Key works on teacher response: An anthology. Portsmouth, NH: Boynton/Cook.
FHSS Writing Lab 1049 JFSB
801-422-4454 https://fhsswriting.byu.edu /Pages/Home.aspx [email protected] Faculty Supervisor: Joyce Adams (422-8168) Student Lab Manager: Jayden (422- 4454)