Chapter 7 - Response to Student Writing

1 - My 10th grade English teacher nominated me to read for a writing competition. It was the one event my mother couldn't attend, so my German teacher stood in her place. That moment gave me the confidence I needed to later become published in the literary magazine Parrallax at Richland College in Dallas. Much of that has been diluted because academic writing is more prevalent in my life these days. The only problems I've faced in regards to feedback was because the teacher didn't bother to value me or build a rapport. In turn, I didn't put much stock in his opinions.

2 - I think critiques for an L2 learner should focus on content and form. The teacher must be aware of their linguistic abilities as well as their ability to effectively communicate the assignment. L2 writers should receive the same critiques as L1 learners - that does not mean they will receive the same numerical grade. Instead, the teacher can make adjustments as needed, similar to the way we can for Special Education or 504 students. Expectations should not be altered for L2 learners, but students shouldn't be penalized for their linguistic shortcomings in the grade book.

3 - I have facilitated several student conferences because it was a key requirement in Richardson ISD. I was always nervous that I didn't provide enough critiques for each student. We were pressed for time. We had approximately 3-5 minutes with each student and we usually started with the middle of the road or borderline C/B students. In my last conference, I think I was more relaxed because I remembered this is all a process. Not every student will become master writers in middle school. And, that's okay. Unlike math, where students have to master a certain set of concrete applications, writing allows looser reigns for children to explore. I helped as much as I could and tried to focus on the main issue in their paper.

4 - Peer feedback occurred frequently and was sometimes helpful in grades 7-11 writing experiences (12th grade was just passing the time until graduation. I don't remember much about the learning experiences)! I can't remember how this process was modeled to us. Honestly, I'm not sure if peer evaluations were modeled to us. With that in mind, I would like to develop a system to respectfully praise and grow students on a peer-to-peer level. An L2 may benefit from a student with a similar linguistic background. If this is not possible, a small group with me or another instructor would be helpful.