- Working toward meaning and better future assignments/drafts is most important
- Positive feedback first, followed by constructive criticism
- Fostering growth with nudges in the right direction
- Sensitivity to writers' qualms/worries
- Having the student or myself read the writing aloud
- Focusing on the positive - even if it seems like there's little to be positive about, optimistically working toward solutions
- Acknowledging the pitfalls of writing as things we all have to look out for
- Asking students to see me if they have questions
Ideas from/during the Sommers reading
- We spend more time with students' drafts than with the students
- Helps to say the feedback to student aloud as well as writing it on drafts since so many students ignore written feedback; also, it takes a few times of hearing advice for it to sink in
- Written responses are the most enduring form of communication we have
- Comments can encourage the students' feelings of academic belonging
- How we respond shows the writer/student how we view them
- Tutoring is a unique opportunity where we get to respond to writing and the writers themselves simultaneously
- Comments should be uniquely tailored to the student's and the paper's needs
- Avoid a "deficit model" of responding - looking for what is wrong/inadequate only
- I often have students revise their work first, then I give them my comments
- Commenting with goal of positively influencing whatever the student must tackle next
- Creating, referring back to and utilizing a common language formed communally in the classroom
- Responding extends and deepens classroom dialogue
- Responding/comments should be a conversation/dialogue
- Have students create a revision plan or give feedback on the kinds of comments that are helpful for them
- Letter writing exercises increase dialogue/understanding
- Read everything first before commenting/marking up the paper
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