ࡱ> 130 bjbjVV 4<< ||t      $ bDDY~~~~~~::,)Ff o0pR!2<!!H~DDn!| :  Making Feedback Less Marginal Problem: Students hand in their essays or research projects, and teachers spend significant amounts of time writing corrections and comments in the margins; however, those comments are often not as helpful as we hope. Here are some possible outcomes: Students dont read the comments; they may read them, but be confused, or even offended by what they perceive as negative, mean comments. Or, they may read and understand the comments pretty well, but have little investment or interest in those particular points. Goal: To increase students interaction with, and interest in, the feedback process. Solution: Before students hand in their papers, ask them to write several questions in the margins that they would like the teacher to answer. Teachers can ask for just a fewperhaps three or fouror they can ask for one question per major paragraph. Another idea: ask students to identify the section of the paper with which they had the most difficulty and write questions about that. Before doing this the first time in a given semester, the teacher should model the kinds of questions that are most helpful according to the discipline (English? History? Anthropology?), the assignment, and the class level. Urge students to ask questions they truly want answeredthings they really wondered about as they were writing the paperand assure them that you will write your answer right there in the margin. Also, of course, you can still write additional comments and corrects of your own that you consider essential. Modeling Questions for Students: Questions about the writing itself: Is my thesis statement clear? Is the main idea of this paragraph clear? Have I supported this point well enough? How else can I support this point? Have I spent too much time summarizing? Have I integrated this quotation correctly? In English classes, you might want to steer students away from merely asking about minor grammatical issues they could look up independently. Perhaps limit questions to key grammar issues covered recently in class. Example: Is this a run on sentence? How can I make this sentence less wordy? Questions about content can be adapted for the subject matter: Have I interpreted this correctly? Is this a useful example? Have I defined this correctly? Could this be explained by ( this theory, or concept)? Does this seem to contradict what (so and so) said or wrote? One last point: This process can be especially useful if you allow the students to revise the paper for a better grade. Revision is an extremely valuable learning process, and teachers can check through a revised paper quite quickly. (Adapted from a presentation by Lynn Troyka given at an ECCTYC conference circa 1995) !"*( - * / C E m } }   r v    @ABٺѺ٧ٯٺٯٯٺtphUhIh^5CJaJhIhI5CJaJh^h5hI>*CJaJh5hICJaJhACJaJh5heCJaJh5h^CJaJh# hw6CJaJh# CJaJh5hwCJaJh5hw5CJaJhIhw5CJaJhw,!") *     ABf"NO & FgdU^gde `^``gdw$a$gd5BfO02vwxytuvw좚yh5h56 hU5h5hACJaJh55CJaJhICJaJh5hICJaJh5hU5h5hI5CJaJh5h55CJaJhUCJaJh5hU5CJaJh5h^CJaJh5hUCJaJhIhU5OwxyKuvw$a$gd5gdI & FgdUgd^21h:p5/ =!"#$% ^ 2 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmH nH sH tH @`@ NormalCJ_HaJmH sH tH DA D Default Paragraph FontRiR  Table Normal4 l4a (k (No List PK![Content_Types].xmlj0Eжr(΢Iw},-j4 wP-t#bΙ{UTU^hd}㨫)*1P' ^W0)T9<l#$yi};~@(Hu* Dנz/0ǰ $ X3aZ,D0j~3߶b~i>3\`?/[G\!-Rk.sԻ..a濭?PK!֧6 _rels/.relsj0 }Q%v/C/}(h"O = C?hv=Ʌ%[xp{۵_Pѣ<1H0ORBdJE4b$q_6LR7`0̞O,En7Lib/SeеPK!kytheme/theme/themeManager.xml M @}w7c(EbˮCAǠҟ7՛K Y, e.|,H,lxɴIsQ}#Ր ֵ+!,^$j=GW)E+& 8PK!Ptheme/theme/theme1.xmlYOo6w toc'vuر-MniP@I}úama[إ4:lЯGRX^6؊>$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3ڗP 1Pm \\9Mؓ2aD];Yt\[x]}Wr|]g- eW )6-rCSj id DЇAΜIqbJ#x꺃 6k#ASh&ʌt(Q%p%m&]caSl=X\P1Mh9MVdDAaVB[݈fJíP|8 քAV^f Hn- "d>znNJ ة>b&2vKyϼD:,AGm\nziÙ.uχYC6OMf3or$5NHT[XF64T,ќM0E)`#5XY`פ;%1U٥m;R>QD DcpU'&LE/pm%]8firS4d 7y\`JnίI R3U~7+׸#m qBiDi*L69mY&iHE=(K&N!V.KeLDĕ{D vEꦚdeNƟe(MN9ߜR6&3(a/DUz<{ˊYȳV)9Z[4^n5!J?Q3eBoCM m<.vpIYfZY_p[=al-Y}Nc͙ŋ4vfavl'SA8|*u{-ߟ0%M07%<ҍPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 +_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!Ptheme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] B O 8@0(  B S  ? \er{/ 5 33333!!(-CEm}rvBBffNN  vwyy  t u v  @4'X0OqVh88^8`OJQJo(hHh^`OJQJ^Jo(hHoh  ^ `OJQJo(hHh  ^ `OJQJo(hHhxx^x`OJQJ^Jo(hHohHH^H`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh88^8`OJQJo(hHh^`OJQJ^Jo(hHoh  ^ `OJQJo(hHh  ^ `OJQJo(hHhxx^x`OJQJ^Jo(hHohHH^H`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH@4Oq                    F# U5A]hye?^Iw} @x @UnknownG* Times New Roman5Symbol3. * Arial?= * Courier New;WingdingsACambria Math"qh F F1 1 !x24  3QHX ?w2!xx Kelly PeinadoAV Kelly Peinado  Oh+'0x  4 @ LX`hpKelly PeinadoAVNormalKelly Peinado2Microsoft Office Word@G@q#@q#1 ՜.+,0 hp  51AVƵ  Kelly Peinado Title !"#$%&')*+,-./2Root Entry F)41Table+!WordDocument4SummaryInformation( DocumentSummaryInformation8(CompObjy  F'Microsoft Office Word 97-2003 Document MSWordDocWord.Document.89q