ERIC Number: ED365992
Record Type: RIE
Publication Date: 1993-Nov
Reference Count: N/A
Responding to Student Papers: When Less Is More.
Writing teachers are constantly confronted with the problem of forming effective responding strategies to help student writing improve. Even though the way writing is taught has shifted from a product- to a process-oriented approach, teachers' responding practices seem particularly resistant to modification. "Practitioner lore" suggests that students do not necessarily read or understand the comments teachers make on their papers. Also, all the fixing and correcting of mechanical errors, spelling, and grammar may be of no use because when students revise, a new set of problems arise for students. Sometimes, no responding at all can yield surprising results. Students' writing can improve with time, lots of writing experiences and feedback, and maturity--no matter what teachers write on student papers. Other strategies can help improve students' writing: (1) provide opportunities in every class for every student to write, to read texts aloud, to listen to their own and others' papers, and to talk about writing; (2) open up the conversation of response in which the teacher is the only one reader/responder among many; (3) open up the conversation of evaluation; (4) provide students with alternative strategies for responding; (5) encourage students to read their papers carefully, listening to the words, ideas, and images; and (6) plan to publish. By doing less, teachers can be liberated, freed from the onerous task of endless responding to reclaim the pleasures of teaching writing. (RS)
Publication Type: Speeches/Meeting Papers; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A
Identifiers: Writing Development
Note: Paper presented at the Annual Meeting of the National Council of Teachers of English (83rd, Pittsburgh, PA, November 17-22, 1993).