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[redbull]

I know many of us are tired at this point in the semester from grading and giving feedback on papers, but I could use a little help. I've been teaching for about 6 years now and now have been in a place where I 've had repeat students.

I spend A LOT of time grading and offering feedback for student's papers. I always make sure that I make comments, show them how to change sentences, and tell them why they get marked off for grammatical errors. The problem is, many of these students consistantly make the same errors!!! This just isn't from semester to semester (i know things get lost over the summer or winter break), but from paper to paper in the same semester, same course!

I feel like I'm wasting my time grading and reading and offering feedback. I spend class time going over general errors I have found in all papers. I have online resources on Blackboard where students can reference proper writing and formatting. I should just post a letter grade and move on. However, it's not my pedegogical style, so I really can't do that.

Does anyone have any ideas that have worked for you to really help improve student's writing that works. Obviously, my form of feedback isn't hacking it!

Thanks!

[concordancia]

"Comments on C, D and F papers" thread actually turned into a decent discussion on this topic.

[nightowl]

I know many of us are tired at this point in the semester from grading and giving feedback on papers, but I could use a little help. I've been teaching for about 6 years now and now have been in a place where I 've had repeat students.

I spend A LOT of time grading and offering feedback for student's papers. I always make sure that I make comments, show them how to change sentences, and tell them why they get marked off for grammatical errors. The problem is, many of these students consistantly make the same errors!!! This just isn't from semester to semester (i know things get lost over the summer or winter break), but from paper to paper in the same semester, same course!

I feel like I'm wasting my time grading and reading and offering feedback. I spend class time going over general errors I have found in all papers. I have online resources on Blackboard where students can reference proper writing and formatting. I should just post a letter grade and move on. However, it's not my pedegogical style, so I really can't do that.

Does anyone have any ideas that have worked for you to really help improve student's writing that works. Obviously, my form of feedback isn't hacking it!

Thanks!

Count off double the next time for anyone who makes the same error that was covered in class.  Triple deduction if the error is made in the third assignment, etc. 

[concordancia]

Actually, I do give them a list of "-5" errors: the common errors that I have addressed in class automatically knock 5 points of your grade. As these become resolved by the vast majority, I add to the list.

[eumaios]

Instead of writing a comment next to every problem, I underline or circle something and write "Please ask me about this" in the margin. When I return papers to a class, I say something like, "Most of you will see that I wrote 'Please ask me about this' in the margins of your papers. I mean it. Please ask me. Chances are that whatever I asked you to ask me is a problem or challenge for almost everyone in the class. Maybe it used to be a problem for me, too. So when you ask me, not only can we talk about a way to make your writing better, but we can also help everyone else. If you don't want to talk about your paper during class, see me after class or come to my office. But when I write 'Please ask me,' then please ask me."

I've now taught at least 40 writing classes since I've worked here. I have written "Ask me about this" on more than a thousand papers.

Perhaps 10 students have ever asked me about things I marked--during class, after class, or in my office.

I'm writing this as I take a short break from grading another batch of papers. Most of the students who wrote fragments and run-ons three months ago still write fragments and run-ons, despite my feedback and corrections, a fair amount of grammar homework, several lessons on fragments and run-ons, tutoring in the writing center, and, for some students, extra tutoring through our student support services.

So you tell me: What should I conclude about the value of feedback to these students?

[illuminata]

I write comments and require a corrected version for the end of the semester portfolio, which I use instead of an exam. However, my classes rarely have more than 35 students.

[onthefringes]

I'm not sure my suggestion will help you give BETTER feedback, but it might satisfy your desire to give feedback and ease the burden of it somewhat.

I write up a standardized list of student errors, in some cases with examples of what the mistake is and how to fix it.

Each error is linked to a code, and I just write the code in the margin. Then I staple the sheet of codes and explanations to each paper.

At the end of the paper I write specific comments and give a grade, and I also write positive comments like "good!" or "well said!" in the margins whenever the occasion arises (alas, too infrequently).

Example of the code sheet:

PV = abuse of the passive voice

DNF = Does Not Follow; your logic is not sound here. These two statements should not be juxtaposed as if one were causative or related.

AWK = awkward phrasing. Try to rewrite this sentence to be less clunky.

etc...

Requiring corrections is also useful. I sometimes grade the final paper entirely on whether they've fixed their errors from the first draft.