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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

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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
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  • Home
  • ENGL 303 policies
    • ENGL303 SYLLABUS
    • ENGL 303 Discussion Board Space
    • ENGL303 CLASS PROFILES
    • ENGL303 READING JOURNALS (assignment)
    • ENGL303 OVERVIEW FINAL HERITAGE PROJECT
    • ENGL303 NAMING WHAT WE KNOW
    • ENGL303 YOUR LIFE IN PICTURES
  • ENGL 226 policies
    • 226 Discussion Board
    • ENGL 226 syllabus
    • ENGL 226 PORTFOLIO
    • ENGL 226 PARTNER INTERVIEW MINI-PAPER
    • ENGL226 READING JOURNALS (assignment)
    • 226 BLOG INFORMATION
    • ENGL 226 Writing Studies Timeline Project
    • ENGL 226 Professional Writing Project
    • ENGL 226 SUPER FAST CAREER PRESENTATIONS
    • ENGL 226 Writing As Art
  • Previously Taught Classes
    • ENGL 301 >
      • ENGL 301 SYLLABUS >
        • PARTNER INTERVIEW ENGL 301
      • ENGL 301 Discussion Board When We Need it
      • ENGL 301 PORTFOLIOS
      • ENGL 301 READING JOURNALS (assignment)
      • ENGL 301 INTERVIEW WITH A TEACHER (assignment)
      • ENGL 301 BOOK CLUB (assignment)
      • ENGL 301 FLASH MENTOR TEXT MEMOIR (assignment)
      • ENGL 301 RESEARCH IN TEACHING DIVERSE POPULATIONS (assignment) >
        • ENGL 301 RESEARCH IN TEACHING DIVERSE POPULATIONS (instructions & sample annotations)
      • ENGL 301 ASSIGNMENT DESIGN (assignment)
    • ENGL102 >
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      • ENGL102SYLLABUS
      • ENGL102 PORTFOLIOS/Research Notebook
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      • ENGL102 ASSIGNMENTS: Reading Journals
      • ENGL102 ASSIGNMENT: OVERVIEW OF RESEARCH PROJECT >
        • ENGL102 ASSIGNMENT: POSITIONING YOURSELF
        • ENGL102 ASSIGNMENT: Locating & Evaluating part I
    • ENGL 202 BIZ Com >
      • ENGL 202 Business Writing SYLLABUS
    • ENGL 227 INTRO TO CNF WORKSHOP
    • ENGL 298 Second Year Seminar: This Bridgewater Life
    • ENGL406 RESEARCH IN WRITING STUDIES
    • ENGL 493 THE PERSONAL ESSAY
    • ENGL 493 Seminar in Writing & Writing Studies: The History of First Year Composition >
      • ENGL 493 Assignments: Annotated Bibliography & Presentation
    • ENGL 511 Reading & Writing Memoir
    • DURFEE Engl101
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