OWRC/CLUE TUTOR TRAINING
9/28/2007
COMMENTING STRATEGIES
IS ALL FEEDBACK HELPFUL?
You’ve probably been a student much longer than
you’ve been a tutor, so…
Reflect on your own writing assignments and the
feedback you have received from instructors.
What
kind of feedback was most helpful?
kind of feedback was least helpful?
What kind of feedback scarred you forever?
What
GROUP WORK
In groups of 3-4, look over the commented versions
of the Jane Doe paper.
Make a list of effective and ineffective comments.
With your group, discuss why these comments are
effective/ineffective.
Do you notice any patterns? Explain.
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OWRC/CLUE TUTOR TRAINING
9/28/2007
GROUP WORK CONT.
Based on your group discussion, develop a
methodology for effective paper commenting.
Come up with a couple of “DOs and DON’Ts” for future
reference.
Be prepared to share with the group!
WRITTEN FEEDBACK
Before you get started…
Talk about your commenting style and strategies with
the student.
Ask the student if they have any specific
concerns/questions you could address with your
feedback.
WRITTEN FEEDBACK: PLACEMENT
Write comments in the margin as you go along
Especially effective for ESL students!
List the top three strengths/areas to work on at the
end of the paper
Bolsters student; helps them determine what to revise
first.
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OWRC/CLUE TUTOR TRAINING
9/28/2007
COMMENTING TECHNIQUES:
MODELING
The model should explain what it is that the tutor is
demonstrating.
As the model proceeds through the process, the tutor
should comment on or call attention to the important
features of what he or she is doing.
During or after a modeling session, the tutor can ask the
student to summarize what was observed.
The tutor can ask the student to practice what he or she
just observed. As the student goes through the process,
offer the student feedback on what he or she is doing.
Use visuals whenever possible!
COMMENTING TECHNIQUES: TELLING
Examples: Call attention to a
spelling error, explain the
bibliographic format, explain a
specific writing convention.
Tips:
Explain X
Explain why X is an issue
Provide guidelines for how to
approach X in the future
WRITTEN FEEDBACK: BE SPECIFIC!
Be specific rather than general
Bad: “Flow”
Good: “Need to make it clear how these two sentences
connect. Suggest inserting a transitional word or
phrase.”
Be weary of one-word comments or sentence
fragments. Will the student understand this
feedback tomorrow?
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OWRC/CLUE TUTOR TRAINING
9/28/2007
WRITTEN FEEDBACK: FOCUS ON
CONVENTIONS
Focus on the writing conventions and not the
person
Bad: “You don’t know how to write introductions”
Good: “Most introductory paragraphs start with an
interesting opener followed by a clearly stated thesis
statement. You might want to consider formatting your
introduction in a similar manner”
**As a general rule, avoid “you” statements**
WRITTEN FEEDBACK: TAKE A READERCENTERED APPROACH
Approach the paper as a reader
and phrase your comments
accordingly.
Bad: Confusing!
Good: As a reader, I’m not following
your argument here. Try adding a
transitional sentence or explaining this
quotation more thoroughly.
WRITTEN FEEDBACK: SHARING
GOOD, LECTURE BAD
Focus on sharing information rather than giving
advice
Bad: “You need to delete this paragraph”
Good: “I recommend you delete this paragraph. It
doesn’t appear to support or prove your claim in any
way.”
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OWRC/CLUE TUTOR TRAINING
9/28/2007
WRITTEN FEEDBACK: BE REASONABLE,
NOT OVERWHELMING
Effective written feedback involves the amount of
information the student can use rather than the
amount you would like to give.
Bad: Covering a page in ink
Good: Highlighting the major issues only
WRITTEN FEEDBACK: SHOW RESPECT
Be respectful of student work.
Bad: Crossing out large sections or writing over their
text.
Good: Working with what they have whenever possible.
WRITTEN FEEDBACK: USE
APPROPRIATE LANGUAGE
Adjust your language to the
student’s project.
Bad: Showing off by using specialized
terms and possibly
alienating/intimidating the student
Good: Making use of the student’s
terms (or the instructor’s terms on the
prompt) whenever possible
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OWRC/CLUE TUTOR TRAINING
9/28/2007
WRITTEN FEEDBACK: FINAL TIPS
Within the realm of the assignment, try to read
each paper on its own terms and to engage each
student on his/her own terms.
Try to strike the tone of conversation rather than
correction.
FINAL TIPS CONT.
Check to insure clear communication. Have the
student rephrase the feedback she/he received to
see if it corresponds to what you had in mind.
Don’t forget about positive feedback!
Students benefit from hearing about what is effective
about their writing project.
FINAL TIPS CONT.
Connect your comments to the specific focus of the
assignment.
You can echo the instructor’s language in marginal
comments if helpful to the student.
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OWRC/CLUE TUTOR TRAINING
9/28/2007
IDEAS FROM RETURNING TUTORS?
Any tips for making the middle portion of the
session more effective?
For those who have students read the paper aloud…
For those who read papers quietly…
Any other tips/experiences that might benefit your
fellow tutors?
IT’S YOUR TURN AGAIN!
Take out your copy of the Jane Doe paper and look
over your comments.
Self-evaluate:
Do
you notice particular patterns?
your comments specific enough?
Have you offered praise when appropriate?
What comments would you revise?
Volunteers?
Are
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