Eng. 5020
Dr. Zamora
Writing Theory & Practice
Blog 3
"Writing Comments on Students' Paper"
I am not a teacher. I have yet to experience the teachings of writing or having to comment on
student's paper. Although I have experience the feelings of being "apologetic and vulnerable" when
handing in my paper to a teacher to be graded. I totally agree with the students' reactions to their
teachers " necessary short" comments on their papers.
student's paper. Although I have experience the feelings of being "apologetic and vulnerable" when
handing in my paper to a teacher to be graded. I totally agree with the students' reactions to their
teachers " necessary short" comments on their papers.
I agree with Bean's when he writes "to improve our techniques for commenting on our students'
papers then, we need to remember our purpose, which is to not point out everything wrong with the
paper but to facilitate improvement" when encouraging students. That purpose is not always
expressed by some educators. I also agree with his writing regarding "to point out what the writer is
doing well. Positive comments build confidence and make the writer want to try again" which will be
part of my teaching process. (Bean)
papers then, we need to remember our purpose, which is to not point out everything wrong with the
paper but to facilitate improvement" when encouraging students. That purpose is not always
expressed by some educators. I also agree with his writing regarding "to point out what the writer is
doing well. Positive comments build confidence and make the writer want to try again" which will be
part of my teaching process. (Bean)
"Response to Writing"
A tracher's response is essential to the structure of most students final draft. Comments that "
suggest ways of making improvements ( Ferris, 2003). Second, they prefer comments that explain
why something is good or bad about their writing" to direct students in a comfortable direction. (Beach, 1989)
suggest ways of making improvements ( Ferris, 2003). Second, they prefer comments that explain
why something is good or bad about their writing" to direct students in a comfortable direction. (Beach, 1989)
From a students point of view structure and direction encourages creativity.
To be given a writing assignment without any corrective comments on the first draft from the
educator leaves very little room for improvement and direction . I agree that some " students often
simply comply with what they perceive their teacher wants them to do in order to obtain a good
grade, although the teacher's suggestions may not help them improve their writing" suggesting their
lack of interest in being a writer. Fortunately peer review assist in correcting some concerns. Without
the educator's collaborative agreement on the first draft a student may become unsure of their final
draft.
educator leaves very little room for improvement and direction . I agree that some " students often
simply comply with what they perceive their teacher wants them to do in order to obtain a good
grade, although the teacher's suggestions may not help them improve their writing" suggesting their
lack of interest in being a writer. Fortunately peer review assist in correcting some concerns. Without
the educator's collaborative agreement on the first draft a student may become unsure of their final
draft.
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