1. NARROW THE FOCUS
· A mountain of feedback, no matter how constructive, can be overwhelming. Choose a few of the most important things the writer can do to improve the manuscript, then point out an example to help them understand what you’re referring to. Too many “to be” verbs can take the energy out of your writing. Perhaps you could identify some and · Constructive Feedback for Student Reports 1. You have worked very hard this semester. Next semester, work on being more consistent with your homework. 2. You have improved a lot this semester, but you need to focus on not procrastinating. 3 General feedback for a class From superior papers: Dear Student, You have a clever argument. Importantly, you build in very plausible objections to your claims and then seek to respond to those objections. Your three points of criticism build very well on each other, and you end with a satisfying resolution
Read the whole thing thoroughly.
· Therefore, give feedback on the drafts students have prepared so that they feel more confident when they prepare their definite version of their piece of writing. This will not take you longer than 15 minutes from a session. • Make · A mountain of feedback, no matter how constructive, can be overwhelming. Choose a few of the most important things the writer can do to improve the manuscript, then point out an example to help them understand what you’re referring to. Too many “to be” verbs can take the energy out of your writing. Perhaps you could identify some and · Effective feedback can also honor a student’s voice and skills as a writer. Pointing out the choices and writing moves that students make helps them feel that we see and value their efforts. Joel Garza shared, “I avoid ‘I’ statements, which can seem more like a brag about my reading than about their writing.”Author: Alex Shevrin Venet
Classroom Q&A With Larry Ferlazzo
· Effective feedback can also honor a student’s voice and skills as a writer. Pointing out the choices and writing moves that students make helps them feel that we see and value their efforts. Joel Garza shared, “I avoid ‘I’ statements, which can seem more like a brag about my reading than about their writing.”Author: Alex Shevrin Venet · HOW TO GIVE FEEDBACK ON STUDENT WRITING 1. NARROW THE FOCUS When responding to writing, we need to think about what we really want our students to know. We can’t comment on everything because students won’t #5 Encourage Students to Remember Their Prior Learning Finally, positive feedback that encourages students to access their prior understanding and knowledge is a vital part of moving learned knowledge to the long-term memory banks. “Do you remember how we did this last time?” “Have another think about that one.” “Did you think about?”
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· Therefore, give feedback on the drafts students have prepared so that they feel more confident when they prepare their definite version of their piece of writing. This will not take you longer than 15 minutes from a session. • Make · HOW TO GIVE FEEDBACK ON STUDENT WRITING 1. NARROW THE FOCUS When responding to writing, we need to think about what we really want our students to know. We can’t comment on everything because students won’t · Effective feedback can also honor a student’s voice and skills as a writer. Pointing out the choices and writing moves that students make helps them feel that we see and value their efforts. Joel Garza shared, “I avoid ‘I’ statements, which can seem more like a brag about my reading than about their writing.”Author: Alex Shevrin Venet
Classroom Q&A
· Therefore, give feedback on the drafts students have prepared so that they feel more confident when they prepare their definite version of their piece of writing. This will not take you longer than 15 minutes from a session. • Make · Constructive Feedback for Student Reports 1. You have worked very hard this semester. Next semester, work on being more consistent with your homework. 2. You have improved a lot this semester, but you need to focus on not procrastinating. 3 #5 Encourage Students to Remember Their Prior Learning Finally, positive feedback that encourages students to access their prior understanding and knowledge is a vital part of moving learned knowledge to the long-term memory banks. “Do you remember how we did this last time?” “Have another think about that one.” “Did you think about?”
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