1. by Jackie Grutsch McKinney, Department of English Grading & Responding to Student Writing: OTLA Faculty Workshop 1. Build 2. Teach 3. Respond the student view 4. Grade resource page

2. the student perspective Likes: > Specific feedback on how to improve the paper for a revision or future assignment > Both encouragement and constructive criticism > Suggestions over dictates > A human response to the argument/ideas in the paper Dislikes: > Cryptic marking systems (e.g. what does a circled word mean?) > Receiving no marks (or few marks) besides letter grade > Unclear grading criteria/standards; unclear terms on rubric > Not knowing what marginal comments refer to > Not being able to read handwriting

4. teaching writing for your field Good writing is not good writing is not good writing > Provide models of student writing (A, B and C papers are helpful) > Point out writing conventions/rhetorical strategies in course readings (format, citation style, organizational strategies, conventions) > Build up to the assignment by modeling steps, beginning work in class

6. grading student writing > Return to grading criteria or rubric > Assess where student fits on scale and assign letter grade > Consider if you’ll permit revisions

7. resources > Workshop site: http://writingcenter.weebly.com/responding.html Handouts: > Writing Center brochure (for you) & stickers (for your students). Contact me if you need more of either. > White, Ed. “Chapter 4: Issues in Grading Writing and Using Scoring Guides.” Assigning, Responding, Evaluating . 4 th ed. Boston, MA: Bedford/St. Martin, 2007. Very helpful in creating your own evaluation criteria for grading students. > Gottschalk, Katherine and Keith Hjortshoj. “Chapter 3: What Can You Do with Student Writing” The Elements of Teaching Writing . Boston, MA: Bedford/St. Martin, 2004. 47-61. Brief, excellent guide about emphasizing response over grades.