Feedback on Student Writing

This week was a thorough and insightful consideration on Feedback for Writing inspired by Bean & Elbow.  Thanks Ava for a lively discussion on the nature of feedback overall.  It is critical to apprehend the foundational vulnerability that lies at the heart of learning how to write.  I also think it is important for all of us to tap into our own memories of teacher feedback in order to gain that empathetic perspective.  The key consideration that emerged was the subtle issue of power that informs teaching and learning contexts.  We spoke about the shifting perspective involved in being a student and receiving a paper back, verses being a teacher (who must face a voluminous stack of papers to evaluate, with little time or training for the task).  

Somewhere in between these two perspectives lies a real need to develop an effective practice – which honors both the developing writer, while still keeping in mind the reality of a teacher’s context.  We spoke about the dynamic of care. We considered how hard it is to give care in professional contexts (teaching) if one is not receiving care (remember that case study of the adjunct prof?)….and we apprehended how little evidence there is of an education system that is careful (i.e. care-full). In schools today, educators are so bogged down with the pressures of meeting specific assessments, standardized tests, and also administrative expectations and outcomes. Our bridge from writing theory to practice reveals significant conundrums.

We considered (via Bean) how easy it is, as a teacher, to forget that there is a person behind each essay that is being read and graded. Bean advises teachers to be more mindful of the comments that they write on students’ papers because the worst comments can insult and even dehumanize a student. We were also offered concrete strategies (via Elbow).  Still, we can see how much room there is for misunderstanding and misinterpretation between the writer and the writing instructor during feedback (i.e. remember Ava’s example of student writing)?  In one small exercise we are faced with the challenges involved in apprehending what definitively constitutes productive/helpful commentary on writing.

In the end, it seems that if educators can help situate the writer as a reader (of their own work) in a metacognitive stance, this nuanced perspective can ultimately help a developing writer. If we can help students see beyond the impulse to figure out “what the teacher wants” (in order to get the better grade), we can start to inspire the emerging writer and even better – we can liberate a learner.  It is the growth and evolution of the writer as independent and creative thinker that is the outcome we should aspire to most. By reviewing these articles carefully, it seems the challenge in responding to student writing becomes more nuanced and complex, and yet, there isn’t a crystal clear pathway to ensure an overall improved strategy.  As we continue to bridge theory to practice together, let us attempt to identify some ways to encourage and foster writing in education (and society).

Our class slides:

Your “to-do” list:

Read:

Expressive Writing, Emotional Upheavals, and Health by James W. Pennebaker & Cindy K Chung

• Blog #5 Due before 10/17 – A reflection on Emily’s reading selection

See you next week in our Zoom room for online class. (The link to class will be sent via email.)

Revision

This week we kicked off our presentation & discussion “lead” series with the concept of revision in writing. Thanks to Daniel for an excellent “inaugural” presentation and walkthrough discussion of Sommers’ Revision Strategies of Student Writers and Experienced Adult Writers & Witte‘s Preaching What We Practice. Journal of Curriculum and Instruction (JoCI), 6(2).  Spending time with the concept of revision in writing proved a perfect entry point into the “fine lens” consideration of writing process. I think the two complimentary readings gave you insight into typical “writing research approaches” while balancing many important insights about writing-as-process.

The work overall prompted us all to think more about the key role that revisionary thinking plays in the act of writing.  Perhaps the culprit in seeing revision as a “necessary phase” (or an overall “chore” because of the emphasis on “finished/polished writing”). Perhaps we should instead think about the notion of “unfinished writing” and place emphasis on the dynamism of “unfinished-ness” in writing. Sommers sheds light on the problem of linear thinking that is attached to writing.  Born of a problematic conflation between speech and writing, this linear mode of thinking reduces revision to an afterthought in the writing process. But as Sommers has suggested, perhaps writing begins at the point where speech is impossible. Writing is the recursive shaping of thought through/by language. Said another way, writing is active thinking – and it is always, also, a dynamic experience of “re-visioning”.

Thank you all for the dynamic conversation last night. I observed that you all were intuitively bridging the gap between Writing Theory & Writing Practice by grappling with the readings while also considering your own experiences as writers. This is the work set out for us together in the scope of the course. Hence, the name for our course “ENG 5020 – Writing Theory & Practice”.

Our class slides:

Your to-do list:

I look forward to seeing you all next week for a discussion of writing feedback in writing. Ava will lead the way…

Please read:

Exploring SCRLA:

Safe to say our visit to SCRLA – the Special Collections Research & Library Archives – was an inspiring field trip. Part treasure-hunt, part “memory lane”, our brief exploration of the holdings opened up our imaginations together. I appreciate your engagement last night as we explored artifacts and documents of our shared past. As you now know, archival sources can be manuscripts, documents, records (including electronic records), images, artifacts, recorded sound or moving images, or other materials. Archival data can provide access to material and voices that are hidden or missing from the established sense of history, opening up a rich and diverse range of information that may not be available elsewhere. 

What is held in the archives can become “hidden treasures” – portals that provide a glimpse into a more complex past. There is so much research opportunity in SCRLA! What might be in store for us in terms of contributing to the Digital Commons? What might be there for you to spark further research work? I look forward to thinking about this resource further with you as you consider what work to engage in as you move through the MA program.

Slides meant for last night:

Your to-do list:

We didn’t quite get to the full agenda in the slides, and that is ok. I am happy to keep going (from where we left off last week). Thanks for another batch of truly thoughtful blog posts this week!

What to do for next week? Please read:

• Revision Strategies of Student Writers and Experienced Adult Writers by Nancy Sommers
• Witte, S. (2013). Preaching What We Practice. Journal of Curriculum and Instruction (JoCI), 6(2). Chapter available at: https://lead.nwp.org/knowledgebase/preaching-what-we-practice

Blog #4 is due before 10/3: Reflections on Daniel’s above reading selections regarding our first theme of “revision in writing”. 

**Daniel will kick off our “Presentation Series” next class when we see each other again in CAS 406. In order to prepare for your upcoming presentations this semester, be sure to check out the slide I have included (in the deck above) which reminds you of the general protocol,. Also, you can look at the course syllabus (on this website) if you need further description for your “presentation prep”.

Enjoy the weekend

The early ground we have covered in “Writing Theory & Practice” class helps us lays an important foundation for our continuing discussion throughout the course of our semester together. To remember how you were taught to write (vs, how you actually learned to write) is an important reflection for us to establish as we move through writing theory & writing practice. I enjoyed our class conversation last night.

The free writing exercises that asked you to “mine your memory” for those formative writing moments yielded very revealing responses.  And in many ways, some shared themes emerged.  How were you taught to write? Many of you remember formulaic approaches, grammar reinforcement, and emphasis on structure.  Some of you also described the feeling of being “boxed in” in school, or being forced into mandatory or standardized approaches, and general feeling of being uninspired as a result.  But a special sense of self discovery definitely came through in your personal accounts to the second question. How did you learn to write? This response was definitely more connected to when you started to feel a sense of freedom. Writing can be a touchstone for knowing oneself a little bit better.  When you thought more deeply about how you REALLY learned to write, stories of “coming into voice” or empowerment pointed to certain transformation -experiences of more authentic and personal expression. With some of you, the transformation to a more “writerly self” happened due to certain self-driven interest, and particular individual passion.

Our class slides: 

Remembering your resources

I am glad we took a moment to think about the academic resources at your fingertips. The Kean University Learning Commons (better known as the library) is a treasure trove of support – offering daily workshops, special spaces for writing and studying, and of course a knowledgable staff who are there to guide you on your information and learning quests. Please remember to “lean in” and explore the Learning Commons – in person, and online. I look forward to spending a bit of time over there with you in October.

Janice Lauer’s Rhetoric & Composition: An overview of the field

I am glad we started our reading series with Janice Lauer’s overview of the field of Writing Studies, so we could apprehend some of the shifts in emphasis and approach over the years.  Please take a look at the notes that reflect some of the main threads of Lauer’s argument. As we proceed with class and consider strategies for “becoming a writer” – we can also consider the moment we find ourselves in now, and what is at stake in theorizing the art and craft of writing.

Rhetoric and writing are at the heart of how the world is shaped, and in many ways they are the critical engine fueling our perceptions of what is possible.  We must grapple with the fact that rhetoric in civic discourse is now, more than ever, an amplified influence due to omnipresent new technologies for writing.  And so we must take our analysis beyond just individual concerns (skills and voice) and also consider implications in the social context (power and the shaping of ideologies & systems of thought). We most certainly engage in these conversations together over the course of the semester.

A reminder regarding the preparation for your upcoming presentations:

**Please remember our “campus field trip” next week for class. Go directly to the Liberty Hall Academic Center where we will convene at the Special Collections Research Library Archives at 4:30pm. LHAC is located on the east side of campus adjacent to the Liberty Hall Museum.

Your to-do list:

Please read:

• Elbow, Peter. (2002). High stakes and low stakes in assigning and responding to writing. Dialogue on writing: Rethinking ESL, basic writing, and first-year composition, 289-298

• Teaching Writing as Process Not Product by Donald Murray

Blog #3 (a reflection on the above readings) due by 9/26.

This weekend is the official start to the Autumn season.

Enjoy it!

Great to see you for Part 2 of our Orientation to ENG 5020 “Writing Theory & Practice”!  Our second meeting was a chance to further acclimate as we continue to set up the course together.  Your early responses to the “Image Gallery” check-in exercise were insightful, and it helps to get to know each other (incrementally) as we embark on this journey together.  It seems to me that a common theme yesterday was “the attributes of growth.” You reflected on the importance of both passion and also patience, the ability to “sit with it”, and the challenges of acclimating (bit by bit) to periods of “discomfort” (as we redefine what we want for ourselves in this journey of life). Thanks for your generosity in participating in this early exercise.

Here are the slides from class:

I am glad we achieved as much as we did regarding our Course Calendar. For now, we have all the dates designated (each of you knows which night you are slated to “take the lead”).   And some of you have already selected your readings (or at least a part of your reading selection).  Please take the time this week to confirm that you are set on your selections, or for those of you who are still considering your choices, please make your selections, and/or your additional selections. Next week we will firm up our overall plan together.

Centering ourselves at the beginning

I am also glad we took a moment to engage in the Spiral Journal together. Writing can be a powerful way to sharpen your own observational precision, especially in terms of self-reflection. I believe it is useful to take stock of where we are at. This kind of writing will always help you in setting an intentional direction for new growth in your life. We have our work cut out for us in this course, and yet, I also hope that our rhythm and our way of proceeding together will genuinely be something all of us to look forward to.  We will pace ourselves as we dive deeper into the world of writing theory, seeking that bridge to writing praxis.  Your preparations for the next couple of weeks will continue to be “light” as we warm-up and acclimate together.

Steps to take each week:

• Read my homepage post

• Complete your work from the “to-do” list and blog about it

• Read your peer’s blogs on our website before we meet for class!

Your “to-do” list:

Read: “Rhetoric & Composition” by Janice M. Lauer in English studies : an introduction to the discipline(s) ed. Bruce McComiskey, National Council of Teachers of English, 2006. Here is the link to the PDF file: https://acrobat.adobe.com/link/track?uri=urn:aaid:scds:US:5f2203ed-891e-4e5c-b626-662b58d676e9

***Please note this reading is Chapter 2 (pages 106-136) in the English studies : an introduction to the discipline(s) ebook: https://kean.on.worldcat.org/oclc/647111480.

The ebook is accessible here. Scroll to Chapter 2 for your class reading:

Blog #2 (Due 9/19) – A reflection/response on the Janice M. Lauer “Rhetoric & Composition” reading, and any thoughts on the highlights emerging from the first two weeks of class.

See you in our classroom next week!

Dr. Zamora

I am so glad to have officially “launched” Writing Theory & Practice class, and it was a great to meet some of you for the first time in person, and re-connect with some of you as well.

I am still thinking about those beautiful responses to the question of “why do you write”? The reflections there offered up a profound insight, and such a sense of hope. A wonderful note to being on. Thank you all for that early contribution. I am hopeful for an enriching and special semester, as we build a sense of community and co-learn together.

Here are the slides that guided us through our first meeting together:

Your to-do list for next week:

1. Please remember to make a new WordPress blog and share here.
2. ****Search our class Reading Roster for articles of relative interest – choose a preferred date (or two) for your presentation, consider a topic for your presentation and for your discussion lead – we will work out our presentation schedule next week in class.
3. Listen to this 30 minute podcast to get to know me (and the work I do) a bit better: https://music.amazon.com/podcasts/759e0926-26c7-4288-b92e-e5bad81a4b18/episodes/ef1b535c-15d9-41c2-8ca6-f30b3ba02439/gettin’-air-with-terry-greene-mia-zamora
4. Introduce yourself to your new MA in Writing cohort (in whatever way you would like to). This will be your first “warm up blog”. Suggestion: share what you would like about your background and include some visuals (perhaps a short video, or an image – this does not need to be a personal photo, but can be photo(s) representing something about you). Take a creative or metaphorical approach if you like. Tell us a little about yourself, and why are you pursuing an MA in Writing Studies? 

I have been looking forward to meeting all of you and getting this course underway for some time.  This class will most certainly have special chemistry since you are a truly diverse and talented new cohort joining the MA in Writing Studies program.  ENG 5020 will serve as a foundation as you begin your graduate studies and you embark on your academic journey to your MA degree.   During this class, you will learn more about the field of Writing Studies, you will establish an academic foundation for your future coursework, you will consider what it means to be a writer in the 21st century, and you will take an important step in acclimating to the grad school experience.

One factor that often leads to a lack of energy in the traditional classroom is the way that learning might be perceived as a passive activity—a thing that happens to students. What you learn and how you learn it is decided by someone else, without considering what you care about, what you know already, or what you want to learn.  Part of the idea of an open class comes from giving you the opportunity to influence the course.  As we build a foundation for Writing Theory & Practice and consider what it means to write in a globally interconnected world, I want to place value in the interests and ambitions that each of you brings to this course.   What do you want to learn during our time together?  What do you want to create during our time together?  Please remember to reflect on these key questions throughout our shared time together. There will be flexibility and choices along the way as you determine some of your own learning outcomes for this course.

Through discussion and negotiation, we will identify shared-purpose and a mutually beneficial learning agenda, we will read and write (both individually and collaboratively), and we will embrace peer-to-peer cooperation and learning.  Our course will also be an open (online), connected (networked), co-learning (participatory) experience. We will balance our time together – both traditionally with in-person classes on campus, and periodic hybrid/online time together at certain points, in order to support and facilitate that independence most graduate students seek in their advanced degree experience.

In Fall 2024, our ENG 5020 Writing Theory and Practice course will also be participating and collaborating with “Equity Unbound” – a global online network and community (co-founded by Dr. Mia Zamora at Kean University in NJ, USA, Dr. Maha Bali at American University, Cairo in Egypt, and Dr. Catherine Cronin of Galway, Ireland). After six years of open connected learning across literal and figurative boundaries, our continued networked activities and online workshops remain an extended “conversation” – focusing on intercultural learning, digital culture, and social justice. Equity Unbound is an award-winning participatory “collaboratory” for open online transformational learning.

I sincerely look forward to getting to know each of your more.  And I know that through our collaboration we will lay foundations of knowledge which will no doubt influence your future practice.

See you soon,

Dr. Mia Zamora