P ROVIDING E FFECTIVE F EEDBACK FOR ESL W RITERS Dorothy Worden Lindsey Kurtz Department of Applied...

PROVIDING EFFECTIVE FEEDBACK FOR ESL

WRITERS

Dorothy WordenLindsey KurtzDepartment of Applied LinguisticsMichelle KaczmarekDepartment of English

INTRODUCTIONS

Share your name, department, and one question you have about responding to multilingual student writing.

AGENDA

Issues in responding to multilingual student writing Activity - responding to a sample essay Three-stage model for responding Activity - responding to grammar Grammar feedback Questions and answers

ACTIVITY

1. Pretend that you received the following assignment from a student. Ignore the fact that it’s perhaps not in your discipline, but go through it and mark it as though you were actually giving feedback to your student. [10 min]

2. Next, step back and take a look at how you marked. What problems did you notice? Did you react to certain writing problems more readily than others? Are there patterns you can see in your own responses? Are you focusing on sentence-level issues or larger content-oriented issues? What do you think motivates you to mark certain things and not others? [Discuss]

THREE STAGES OF RESPONDING1.Approach

2.Response

3.Follow up

APPROACH: BEFORE YOU COMMENT


1. Let your purpose for the assignment guide your comments

2. Do whatever you can to get better papers

3. Explain to your students what you comment on, how you comment, and why you comment the way you do.

- Tell your students whether you will or will not mark and/or grade grammar

Michelle Kaczmarek

Should we take out the bullet points for each and Lindsay can just note these to say when explaining so that it isn't as text heavy?


In your own disciplines and courses ❏ What is your purpose in assigning various writings? How might your purpose influence

how you comment? ❏ What factors might influence how you comment?❏ How can you get better first drafts?


Explain to your students how you comment and why you comment that way

Be clear about whether you will or will not mark and/or grade grammar

RESPONSE: WHILE YOU COMMENT

RESPONSE: WHILE YOU COMMENT1. Address both strengths and weaknesses in the paper

2. Avoid jargon-filled and vague comments

3. Avoid appropriating the student’s paper

4. Focus on fewer, high-quality commentsRule of three

Lindsey-Dorothy Worden

Michelle-Dorothy Worden

Dorothy-Dorothy Worden

Dorothy Worden

Good idea. I have reversed the order of the examples.

Michelle Kaczmarek

Reverse order? Do high quality comment last to end on a good note and use bad comments to scaffold.

VAGUE COMMENT

In contrast, in the article of ‘’The World is Getting Warmer’’ , it declares that Yale University understands Importance of this issue and tries to change itself by hiring more people for making their university greener.

(last sentence, ¶2)

How?

Good, but give me more. Discuss.

!!!

APPROPRIATING

POSITIVE COMMENT

Dear student,

In this draft you’ve done a good job of organizing your ideas into clearly identifiable paragraphs with one topic each (e.g., how each article addresses the “role of universities in making the environment greener”). Now that you’ve identified these topics as important, what more can you add to your discussion (with further examples and synthesis) to point out for your reader what you think these similarities and differences in the articles mean?

HIGH QUALITY COMMENTS In “Green, greener, greenest” Kate Zernike says that some of the universities just make some superficial changes in their campuses to try to make their campuses seem as green campuses. In contrast, in the article of ‘’The World is Getting Warmer’’ , it declares that Yale University understands Importance of this issue and tries to change itself by hiring more people for making their university greener.

This is an interesting point of comparison between the two articles, but I am not sure what you see as significant about this difference. Remember that the purpose of the synthesis essay is to explain what the similarities and differences between two articles mean. Can you add some commentary about this?

HIGH QUALITY COMMENTSThis is an interesting point of comparison between the two articles, but I am not sure what you see as significant about this difference. Remember that the purpose of the synthesis essay is to explain what the similarities and differences between two articles mean. Can you add some commentary about this?

Specific positive feedback


Responds as a reader. Is specific about what is missing.




Explains why this is an issue in terms of the purpose of the assignment.




Explains why this is an issue in terms of the purpose of the assignment.

Provides suggestion, but gives student a choice about how to revise.


Dorothy Worden

I found it distracting.

Michelle Kaczmarek

Highlighting less distracting? Replace?

FOLLOW-UP

FOLLOW-UP

1. Give students opportunities to ask follow-up questions

2. Address common mistakes in class

3. Make students accountable through revisions

Michelle will add an example-Dorothy Worden

DEALING WITH GRAMMAR

find examples of errors and mistakes-Dorothy Worden

Michelle Kaczmarek

Delay bullet point #3 until after activity? So that they can focus on bullet #2.


1. Decide whether or not to mark grammar

2. Focus on problems that are frequent, serious, and treatableFrequent – What errors are most common?

Serious – What errors make impede your understanding?

Treatable – What errors can the student reasonably be expected to improve on?

ACTIVITY

1. Re-read the first two paragraphs of the sample essay and mark grammar and vocabulary problems you see. [7 min.]

2. Which problems seem to you to be the most serious? Which seem to be the most frequent? [Discuss]


3. When possible, distinguish between errors and mistakesError = consistent problem, lack of understanding of grammatical principle

Mistake = relatively inconsistent problem, lack of ability noticing and self-correcting

Michelle Kaczmarek

Do we still need to do this? Is this another slide to add?

find examples of errors and mistakes-Dorothy Worden

Michelle Kaczmarek

Also, is there a reason why this slide is more/less duplicated?

ACTIVITY

1. Re-read the first two paragraphs of the sample essay and mark grammar and vocabulary problems you see.

2. Which problems seem to you to be the most serious? Which seem to be the most frequent?

3. Which problems seem to be errors? Which seem to be mistakes? [Discuss]

ADDRESSING ERRORS IN THE MARGINS

It gives us two small solutions to help

with the issue one of them is making

universities create programs about

global warming and helping students

to understand the issue and the

second solution is making campuses

emission free and more green.

I had to read this sentence several times. It confused me because it has so many ideas packed in it.

Check out this resource about run on sentences and see if you can figure out how to fix this sentence.

https://owl.english.purdue.edu/owl/resource/598/02/

Dorothy Worden

Don't know how I would make it more explicit. I think I can just do this verbally.

Michelle Kaczmarek

Make heading more descriptive since it is the same as the following and it isn't clear what the difference between the two are

ADDRESSING ERRORS IN PERSON

It gives us two small solutions to help

with the issue one of them is making

universities create programs about

global warming and helping students

to understand the issue and the

second solution is making campuses

emission free and more green.

Ummm. Maybe it’s a little long?

I’m having a hard time understanding this sentence. Do you see any problems?

Yeah, I agree. So, how would you figure out where to break that up?

ADDRESSING MISTAKES: DEVELOPING SELF-EDITORS

ADDRESSING MISTAKES

1. Do not edit the paper for the student2. Teach self-editing strategies 3. Encourage students to have someone else (roommate, classmate,

tutor, etc. ...) read the paper out loud with them.4. Implicit feedback reducing support

IMPLICIT FEEDBACK EXAMPLE

In the second article ‘’Green, Greener, Greenest’’ by Kate

Zernike we can clearly see that universities uses this issues to

get more students for their schools because many researches

show that a very big part of the students (%63) say that

green campuses will affect their choice for college.

Round 1: Mark and label all selected types of mistakes. Student edits. Agreement

Agreement

Noncount noun







Round 2: Mark but do not label selected types of mistakes.Student edits.







Round 3: Mark lines containing selected types of mistakes. Student identifies and edits.

Better writers, not just better papers!

HELPFUL REFERENCES

Ferris, Dana, and John Hedgcock. Teaching ESL Composition: Purpose, Process, and Practice. Mahwah: Lawrence Erlbaum, 2005. Print.

Ferris, Dana. Treatment of Error in Second Language Student Writing. Ann Arbor: University of Michigan Press, 2011. Print.

Hyland, Ken, and Fiona Hyland. Feedback in Second Language Writing: Contexts and Issues. Cambridge: Cambridge University Press, 2006. Print.

Thank you!

Dorothy Worden: [email protected]

Lindsey Kurtz: [email protected]

Michelle Kaczmarek: [email protected]

mailto:[email protected]



P ROVIDING E FFECTIVE F EEDBACK FOR ESL W RITERS Dorothy Worden Lindsey Kurtz Department of Applied...

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