Helpful and Problematic Feedback
Overall, I remember teachers providing positive constructive feedback. I remember comments directing me to state my ideas more clearly or correcting logical fallacies. The most effective types of feedback were written in the margins and were only a few words. For example, a teacher underlined a sentence and extended it to the margin where fragment,consider revising, or huh was written. That simple comment signaled that I needed to rewrite that sentence, but being who I am, I would usually rewrite the entire paragraph. One sentence changes the flow of a paragraph and sometimes the entire paragraph needs revision. The only kinds of feedback that’s problematic are those with little or illegible writing. I can’t improve that way.
Appropriate Responses for L2 Writers
Yes, the types of responses I received in content and form would be appropriate for L2 writers if it follows Ferris and Hedgcock’s (2014) suggested techniques. On page 249 Ferris it’s suggested that for early drafts the focus should be “primarily assist[ing] writers in revising content and addressing the writing task.” As drafts come closer to being finalized, teacher feedback on errors that inhibit reader comprehension (Ferris & Hedgcock, 2014, p.249). This method of commenting on content and form is better suited for L2 writers as content is the main focus opposed to punctuation or grammar mistakes. However, combined feedback can be used for advanced L2 writers.
Effective Student Feedback
Some concerns that I have when responding to student writing include finding a balance between positive and negative commentary. When I start teaching, I want to provide useful feedback to my students that will strengthen their skills as writers. My main concern is being too harsh on certain aspects of writing and cause my students to dread writing. In order to find this balance, I feel that I need to get to know my students and understand a little about their background.
Peer Feedback
To an extent, I like peer feedback since that is usually my intended audience. I have found that peers, including myself, cannot often give feedback beyond general compliments. Often, they’re afraid of hurting the writer’s feelings if they provide a critique, but that’s what’s needed when reading a peer’s work. Students can often give wrong advice. A way to combat general compliments when doing peer reviews is to have students practice the sandwich technique when doing peer reviews (Ferris & Hedgcock, 2014, p. 246-248). Using another sheet of paper in the peer review, students list two aspects that the writer does well, two things that they need improvement on, and close with a compliment on the overall writing or the previously mentioned aspects. This provides reinforcement in the positives in their writing and acknowledgement that everyone has room for improvement.
References
Ferris, D.R. & Hedgcock, J.S. (2014). Teaching L2 composition: purpose, process,
and practice, 3, 40.
