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In short, this pattern of commenting encourages reviewers to 1. describe what they are reading and understanding from the text, 2. evaluate how well the text is working based on the rubric, assignment sheet, or class material, and 3. suggest next steps for improvement.
- Content vs. Quality of Writing
- Comments in Margins vs. In-Depth Feedback
- Marking Criteria
There are two things you may want to offer feedback on when reading a college paper: 1. The content of the paper itself 2. How well it is written The feedback you provide will depend on the topic and type of essay. But there are some things you could comment on for any paper, including: 1. Spelling, grammar, and punctuation errors 2. The overall st...
One way of leaving feedback is to make notes in the margins (either on paper or using the comment functionin Microsoft Word, depending on how you are reading it). These should be short notes related to a specific issue (e.g., to highlight a misspelled word or a missing citation). Try not to leave too many comments in the margins, though. If there i...
Finally, if you’re teaching on a college course – or even just marking papers – you should have access to the marking criteria. These will be set by the school or whoever is teaching the class. More importantly, though, they will set out expectations for what a good paper should do in detail. These criteria are most useful when grading a paper, but...
Sep 1, 2019 · Yet offering helpful feedback is also a definite challenge. How can you phrase criticism clearly and constructively? What elements of paper writing should you emphasize? How can you be sure your students will even read your feedback?!
Model. Students often struggle to translate directive comments such as "break up this paragraph" because they're not sure why they need to break up the paragraph or how to do it. Modeling is one effective way to mitigate this pain point for students and help them turn feedback into useful revision.
Apr 18, 2016 · If you’re working with a writing partner, or a group, there’ll come a time when you want to give each other feedback. And you’ll want that feedback to be affirming not debilitating, and helpfully critical and not crushingly negative. Here’s a few starting points that you can consider.
Offer appreciation of what the authors convey clearly and powerfully; be specific. Pose questions—ask for clarification, more detail in the examples, greater depth of analysis. Suggest specific ways the author can revise to achieve greater clarity, detail, and depth. Sample message to authors of a reflective essay submitted to TLTHE: Dear K and A,
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Keep an academic and respectful tone. Use language that is appropriate for an academic setting. If you disagree with a student’s points or perspective, never attack or embarrass them or their work. Give evidence and examples.
