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Handling the Paper Load : Alternatives to “Homework” for Writing Instructors. Hopkins, 1912:. Hopkins, 1912:. - PowerPoint PPT Presentation
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Handling the Paper Load:Alternatives to “Homework”
for Writing Instructors
Hopkins, 1912:
“Every year teachers resign, break down, perhaps become permanently invalided, having sacrificed ambition, health, and in not a few instances even life, in the struggle to do all the work expected of them.”
Hopkins, 1912:
Hopkins, 1912
“Can Good Composition Teaching Be Done Under the
Present Conditions?”
• Yes, if we try to limit the time spent in marathon grading sessions
• No, if we continue to treat time responding to student essays as a “side job” or “homework”
Using Class Time for Response• Newkirk: “Read the Papers in Class”
(1979)– Treat writing classes as writing
laboratories
• D’Agostino: “Conference Class Sessions” (2005)– “Response is instruction.”– “Response time is instructional time.”
Instructors’ Labor Time:A Common Model
20
60
20
Time Spent on:
PlanningInstructingResponding
A Model for “Content
Delivery,” but not Writing
Instruction
When Teaching Writing, Response Time IS Instructional Time
20
80
Time Spent on:
PlanningResponding and Instruct -ing
Barbara Walvoord“Making The Grading Process Fair, Time-Efficient, and Useful for Learning in Your Classroom.”
Assessment as a Tool for Change: Faculty Development Conference 2014University of Wisconsin - Green Bay, WIJanuary 24th, 2014
Barbara Walvoord“Making The Grading Process Fair, Time-Efficient, and Useful for Learning in Your Classroom.”
Cut down on the volume/number of formal, graded assignments that you have to grade at home
Increase the number of informal daily writing assignments, to which you respond very briefly (and sometimes not at all)
Put lectures online (recordings on D2L) Suspend classes for a week and do 15 minute
conferences Bring sign-up sheet to class, allow students who can’t
meet any other time to sign up for time slots during class time
Douglass Hesse• “Thirteen Ways of Looking at
Responding to Student Writing.”
Douglass Hesse• “Thirteen Ways of Looking at
Responding to Student Writing.”
Douglass Hesse• “Thirteen Ways of Looking at
Responding to Student Writing.”
Douglass Hesse• “Thirteen Ways of Looking at
Responding to Student Writing.”
Sideshadowing Teacher Response
Nancy Welch (1998)
The Process:Ask students to:• Read through the first paragraph, considering
the following questions, and write back to yourself in the margins of your paper: – What questions or hesitations did you have as you
wrote? – What were you thinking or feeling as you wrote? – Where did you leave out ideas or information?
Why did you leave them out? – What lines or phrases don't seem relevant? Why?
Questions from the PowerPoint Presentation: "Sideshadowing: Engaging the Student Through the Sideshadowing Response to Writing" by Jill Moyer Sunday, Waynesburg University. ftp://classes.waynesburg.edu
Students also Write an “End Comment”:
• After you have written back to yourself in the margins of each paragraph, read over all you have written. –What does this new material tell you
about your writing? – How can you revise taking this the
marginal text into consideration?
• While teacher comments “foreshadow” what a text should or must become…
• Student comments “sideshadow” what a text could or might become.
• Welch uses Bakhtin to theorize sideshadowing as a “centrifugal, diversifying force.”
• It makes the student and teacher focus on the “here and now” of the text rather than what the teacher wants it to be in the future.
Sideshadowing Alters Our Time Use:• Sideshadowing takes some class time to introduce
as a concept and about one class meeting per paper for students to complete the process.
• But it takes less time for the teacher to make his or her way into a text and discover what the student wants to address.
• The “work of locating the draft within a field of possibilities is no longer up to [the teacher] alone.”
Works Cited• D’Agostino, Karen N. “Conference Class
Sessions: Reducing Paper Load While Supporting Student Revision through Effective In-Class Response.” More Ways to Handle the Paper Load, on Paper and Online. Urbana: NCTE, 2005.
• Newkirk, Tom. “Read the Papers in Class.” How to Handle the Paper Load. Urbana: NCTE, 1979.
• Welch, Nancy. “Sideshadowing Teacher Response.” College English. 60.4 (1998). 374-95.
