Through formative comments, particularly in the draft stage of a writing assignment, instructors guide students on a strategic selection of the most important aspects of the essay. If the assignment is over with, the student may see no reason to revisit it to learn from the comments.įormative comments, on the other hand, give the student feedback in an ongoing process of learning and skill building.
If the instructor’s comments contain several critical statements, the student often becomes protective of his or her ego by filtering them out learning from mistakes becomes more difficult. They explain the instructor’s judgment of a student’s performance. They render judgment about an essay after it has been completed. Summative comments are the more traditional approach. The scholarly literature in this area distinguishes formative from summative comments. At most, mark errors on one page or errors of only two or three types. Resist the urge to edit or proofread your students’ papers for superficial errors. An excellent essay on this topic is “On Not Being a Composition Slave” by Maxine Hairston (available at the GSI Teaching & Resource Center). Teachers do not agree about what constitutes an error (so there is an unavoidable element of subjectivity) students do not learn when confronted by too many markings and exhaustive marking takes way too much of the instructor’s time. The research is clear: do not even attempt to mark every error in students’ papers. It may be wise to have a shared policy about the level of readiness or comprehensibility expected and what is unacceptable.
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If the paper is unreadable, however, consult with the professor and other GSIs about how to proceed. If the purpose of the assignment is to analyze a process, focus on the analysis in the essay. Know what the objective of the assignment is and grade according to a standard (a rubric) that assesses precisely that. Here are some general guidelines to keep in mind when grading student writing. Information about grading student writing also appears in the Grading Student Work section of the Teaching Guide.
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Faculty Advisers for GSI Affairs & Professional Developers of GSIs.Support for Pedagogy Courses for First-Time GSIs.Language & Teaching Resources for International GSIs.Campus Resources for Teaching & Learning.Fostering Your Professional Development.Academic Misconduct: Cheating, Plagiarism, & Other Forms.Teaching Conference for First-Time GSIs.
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