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A  Tip  Sheet  for  Commenting  on   Student  Writing  

Grammar  errors  can  range  from  minor  to  major;  if  you  can  read  right  over  it  and  still   understand  the  sentence,  move  on.  However,  if  the  sentence  is  so  awkward  that  you   don’t  understand  it,  consider  commenting,  but  don’t  comment  on  every  instance.  

    Readerly  Comments     • Demonstrate  the  effect  words  have  on  people   • Express  what  you’re  thinking  as  you’re  reading   o Usually  confusion,  disbelief,  surprise   • Use  the  first  person,  “I”   • Such  comments  go  in  the  margins  and  support  the  final  grade.  (Smith  258)   Examples:   I’m  not  sure  I  see  how  this  piece  of  evidence  supports  your  argument.   This  paragraph  sort  of  confuses  me.  I’m  not  sure  how  it  relates  to  the  paragraphs  around  it.   I’m  not  sure  I  know  what  your  thesis  is.       Coaching  comments     • Address  content  or  expression   • Suggest  ideas  for  improving  the  current/future  papers   • Offer  assistance  to  the  student   • Tend  to  use  commands  and  questions   • Can  be  found  in  the  margins  or  at  the  end  of  the  paper  (Smith  259).   Examples:   Try  to  avoid  informal  language.   In  the  future,  try  to  use  a  more  reputable  source  than  Wikipedia.   Come  talk  to  me  if  you  have  questions  about  how  to  cite  your  sources  properly.   Would  it  be  possible  to  put  this  example  with  the  paragraph  that  address  “X”?       Judging  comments     • Are  evaluative   • Can  address  development,  style,  the  entire  paper,  focus,  effort,  organization,  rhetorical   effectiveness,  topic,  correctness,  audience  accommodation,  and  justification  of  grade.     • Are  typically  organized  positive,  negative,  positive  (Smith  254)   • Are  always  found  at  the  end  of  the  paper   • End  comments  provide  a  general  summary  of  or  reflection  on  the  marginal  comments   and  the  paper  as  a  whole.     • Overall,  they  address  what  the  paper  is  doing  well  and  2-­‐4  things  the  student  should  do   to  most  improve  the  paper.       The  information  contained  in  this  handout  was  taken  from  Smith,  S.  “The  Genre  of  the  End  Comment:   Conventions  in  TeacherResponses  to  Student  Writing.”  College  Composition  and  Communication,  1997.  48.2  (249-­‐ 268).  Print.  

 

   

   

 

A  Tip  Sheet  for  Commenting  on   Student  Writing     Phrasing  Comments  

1. If  using  a  rubric,  phrase  your  comments  in  the  language  of  the  rubric.       2. Be  specific!   o Instead  of  vague,  try:  I  don’t  understand  your  use  of  the  underlined  phrase.  Can   you  rewrite  this  sentence?  Can  you  provide  specific  details  to  show  what  you   mean  here?   o Instead  of  confusing,  try:  I’m  not  sure  I  know  what  your  argument/thesis  is.   Why  is  this  information  important?  How  is  it  related  to  your  argument?     o Instead  of  good,  try:  This  excellent  example  moves  your  argument  forward.   Wonderful  transition  that  helped  clarify  the  connection  between  the  two   studies  you  are  summarizing.   3. Always  say  something  positive!   o “When  making  positive  comments  about  any  topic,  use  of  the  word  “you”  (i.e.   the  student)  can  “heighten  the  praise  by  acknowledging  the  student’s  active  role   in  an  achievement”  (Smith  256).   Positive  judging  comments  typically  address:  the  entire  paper  (83%),  student  effort     (82%),  the  paper  topic  (84%),  organization  (62%),  rhetorical  effectiveness  (65%),     development  (55%),  style  (55%),  focus  (43%),  audience  accommodation  (59%)  (Smith     254)       4. Phrase  negative  comments  carefully   o “The  use  of  ‘the  paper’  or  a  similar  subject  acts  as  a  buffer  between  the  student   and  the  criticism  in  negative  statements”  (Smith  256).  (e.g.  This  paper/this   paragraph  would  benefit  from  a  careful  proof  read.)   o Use  of  the  word  “there”  also  “distances  the  criticism  from  the  student  writer   even  more  than  use  of  ‘the  paper’”  (e.g.  there  are  a  lot  of  grammar  errors  in  this   paper”)  (Smith  256).   o “negative  evaluations  of  effort”  are  almost  taboo  (82%).     o In  other  words,  don’t  say  things  like  “you  clearly  didn’t  put  any  effort  into  this.”   (Smith  254)   Negative  judging  comments  typically  address:  justification  of  the  grade  (73%),     correctness  (95%)    (SS  254),  development  (55%),  style  (55%),  focus  (43%),  audience     accommodation  (59%)  (Smith  254)  

The  information  contained  in  this  handout  was  taken  from  Smith,  S.  “The  Genre  of  the  End  Comment:   Conventions  in  TeacherResponses  to  Student  Writing.”  College  Composition  and  Communication,  1997.  48.2  (249-­‐ 268).  Print.