Thoughts on feedback to your writing

Recently, you received feedback from your classmates and from me on your writing for the Gen Ed Capstone class. This blog will talk a little about my feedback and ask for your thoughts on the process.

First of all, I recognize that this is not a writing class, like the English Composition class you took earlier in your bachelor's career. We are not focused solely on developing your professional writing process.

However, the fourth competency for this course is "D. Asking students to think, discuss, and write -- very intentionally -- about the (other three) competencies." As seniors, I want to make sure you graduate with every opportunity to make your writing as strong as you will need to compete in the marketplace.

The main challenge to achieving these goals, is time. We only have two hours together once a week for 11 weeks. And working with you on your writing is only one of four competencies. In other words, we have a lot to do in a short amount of time.

To respond to this short timeframe, I am abbreviating the process I normally use, which includes multiple versions of each writing assignment and lots of individual face-to-face coaching. This process has been proven to work in my experience and that of many other writing instructors. An article by Clyde Moneyhun describes a four-step process:

1. Make the right kind of response at the right time. Big idea comments in earlier drafts and mechanics issues in later drafts. Too many ideas or comments too soon will confuse or paralyze a writer.
2. Be flexible about #1. Writing is recursive and sometimes a fourth version is still in the big idea stage.
3. Focus on the student's intention for the text, rather than imposing my will on it.
4. Make suggestions that are formative, that look forward to the next draft. Ask more questions; make only a few suggestions.

This is my preferred process, but I've squeezed it together in giving you feedback on one version, one graded version, and as many revisions/re-grades as you want to submit.

Is this process working for you? Many of you are responding by adding information or answering the questions I ask. Others only change the specific elements I point out in the margins.

Remember, the most effective process, generally, is working on the big ideas and content first, then organization and development, and mechanics last.

You may comment to this blog post or write about it in your own blog.

Work Cited

Moneyhun, Clyde. “Less is More in Response to Student Writing.” Eds. Roen, Duane et al. Strategies for Teaching First-Year Composition. Urbana, IL: NCTE, 2002.