Discuss Responding To Student Writing Articles

Lamott – what surpised you what did you identify with?

• What is the “school” tradition and the “scholarly” tradition of teaching English, and what kinds of feedback on student writing do these two traditions foster?
• According to Daiker, what is the main harm of less than 10% of teacher comments on student writing being positive?
• On page 157, Daiker argues that standards should be “relative.” What does he mean and do you agree?
• How many of the comments that you receive from instructors on your writing are positive?
• Do you feel that comments that correct, point our errors, find fault or offer constructive criticism help improve your writing and/or make you a better writer or do you feel like they make you hate writing and/or lead you to take fewer risks in your writing?
• What kind of feedback on your writing is most helpful to you?


  • What does she mean by teachers comment on their own purposes in commenting?
  • What does she want comments to do: (provide reader’s point of view; dramatize the presence of a reader; provide a motive for revision; force students back to the chaos “that anxiety we all feel at reducing what looks like a final draft into fragments of chaos;” instruct; connect with classroom instruction; encoruage risk- student will change stuff we don’t comment on)
  • Have we experienced these comments?
  • What do these comments do wrong (higher order and lower order at same time, rubber stamp/not specific, appropriate student work)
  • Have we experienced these comments?
  • Issue of facilitative vs directive page 149-150 read and discuss
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