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Give a girl a compliment that she looks good in pink,she'll wear that color more often. Give a student a comment that their writing is awesome and they'll continue to write just as good.

2/25/2014

1 Comment

 
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  • A student receives this graded paper back and most likely will say something like "Shit. I knew that paper sucked" or "Yeah..I wont procrastinate another paper in this class."

  • But what if these comments were the good kind of comments? What if those X's on the paper meant that you already said enough about the topic and the teacher liked what you wrote. The teacher is having a conversation with you rather than correcting your errors. The problem is, most students see this type of feedback as negative. It looks negative, it looks wrong, it definitely does not look like an A paper.


We've all experienced getting a paper back that has an A, B, C, D grade with no comments on it. Well why not, I didn't just stress over this 8-10 page paper for you to not respond to what I just wrote my heart out for your class. A majority of us may find it annoying. But then you have some teachers who conversate with everything you have to say- agree with your statements, commence you for your effort, compliment on your style. This positive reinforcement is what drives students to feel good about themselves and also allows the teacher to let students know that WHAT THEY HAVE TO SAY MATTERS. 
The WPA lister this weekend had an overwhelming response to the post: How can I (the teacher) cut back on responding to student writing. This sunday post had about 10 replies by Monday morning. Mostly, teachers were arguing, "DON'T!"

 A teacher isn't really teaching or involving themselves until they're writing with their students. I see it as this, you compliment a girl on the color she's wearing and I'm sure that color will be entering her wardrobe much more than before. Same goes for a teacher commenting on student writing, if the teacher has positive insights to add to your paper, it's a huge positive reinforcement to where the student stands in the class. I feel its even more valuable than a letter grade. 

Teacher's are letting you know where you stand in your writing by simply having a conversation with you. 
It also is nice to know that all those hours you spent writing that paper at least has something to show for rather than a simple "you got an A."

OR

 Are some teachers afraid that their excessive comments of greatness will then lead the student to slack off and not try as hard? One of the comments on the list says that students will become too confident with the teacher's feedback. My thoughts on that attitude seems a little like this

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We ALL need positive reinforcement in our lives. And if we're paying massive amounts of money to enroll in college courses then what is the risk of writing "too much" on a college student's paper. I want something to show for it, I think we all do.


Megan Nehiley
1 Comment
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3/29/2024 11:20:07 am

When I craft a piece of writing, strong feedback fuels the fire. A simple "wow, this is awesome!" keeps me eager to spin more words. It's like giving a girl a compliment on her pink outfit – the positive reinforcement makes her reach for that color more often. Positive comments become a silent cheerleader, urging me to keep writing and growing.

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  • Home
  • POLICIES ENGL 511 SPECIAL TOPICS: YA LIT
    • CLASS PROFILES YA LIT
    • LT UPDATES ENGL 511 YA LIT
    • Discussion Board YA Lit
    • SYLLABUS ENGL 511 YA LIT
    • ENGL 511 profile instructions
    • ENGL 511 YA LIT Mentor Text Memoir
    • ENGL 511 YA LIT Reader's Notes
    • ENGL 511 YA LIT pecha kucha final project
    • ENGL 511 Write Your Own YA
    • ENGL 511 FINAL PROJECT (individual)
  • Previously Taught Classes
    • ENGL406 RESEARCH IN WRITING STUDIES
    • ENGL344 YA LIT
    • ENGL101 policies
    • ENGL 226 policies
    • ENGL 303 policies
    • ENGL 301
    • ENGL102
    • ENGL 202 BIZ Com
    • ENGL 227 INTRO TO CNF WORKSHOP
    • ENGL 298 Second Year Seminar: This Bridgewater Life
    • ENGL 493 THE PERSONAL ESSAY
    • ENGL 493 Seminar in Writing & Writing Studies: The History of First Year Composition
    • ENGL 511 Reading & Writing Memoir
    • ENGL 513 >
      • ENGL 513 MONDAY UPDATE
      • ENGL 513 DISCUSSION BOARD
      • CLASS PROFILE ENGL 513 COMP T&P
      • SYLLABUS ENGL 513 COMP T&P
      • PORTFOLIOS ENGL 513 COMP THEORY & PEDAGOGY
      • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: READING RESPONSES
      • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: Literacy History
      • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: Pedagogy Presentations
      • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: Reverse Annotated Bibliography
      • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: ETHNOGRAPHY/CASE STUDY
      • ASSIGNMENTS ENGL 513 COMP THEORY & PEDAGOGY: final project
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