Students expect and need feedback on their work. The basic goal of feedback is to enhance student learning. An anomaly of feedback is that more is not necessarily better. Research tells us that students may not even read your copious feedback (sigh) and may not understand what to do with statements like, “cite more references” or “this is confusing”. However, giving a judicious amount of feedback in a timely manner will make a difference in student learning. The purpose of this article is to describe how to refine, clarify, streamline, and improve your feedback practices with an eye toward spending less time on the task.
Six reminders to help you and your students get to the writing
It’s no secret that writing is hard, whatever our experience, stage, or state. Academics aren’t the only ones who abhor writing. It’s likely that anyone who ever had to write anything abhors writing. With academic writing, as any other kind, it’s usually hard to get started. Even if we’ve had an initial flush of enthusiasm and are amazed at having produced the first few pages, it’s too easy to sink into a frozen torpor.
Yet writing represents some of the most important aspects of our professional work. And too often we avoid, procrastinate, and rationalize why, instead of writing, we must polish the car or clean out the refrigerator.
Finding time to write: Important, yes! Impossible, no! Reviewing your student assignment practices
The best insurance policy for success in academe is to write (and publish) your work. Yet, you say, where or where do I find the time to write, especially with all the feedback and grading I have to do?
This article is the first in a four-part series focused on finding hidden pockets of time for your own writing. This article will reflect on one aspect of your teaching practice: the assignments you have students complete.
What happens when you hand out your syllabus in that first face-to-face class? The students breeze past your well-crafted course description, clearly written objectives, and inspiring teaching philosophy to one place in the syllabus—the assignments.
UPS, FedEx, and You: Goal setting by deliverables
The beginning of a new academic year is a great time to set intentions and think about goals. Goal setting can seem arbitrary or ambiguous, particularly for large projects that take months or years to complete. What if you thought about your goals in terms of the final product of a semester? Deliverables. Deliverables are the concrete items you will deliver to yourself or others at the end of a period.
Your own writing room(s)
My writing buddy’s face turned dark pink as she shouted over her latté. “No one can write anything decent without a private place!” She jabbed with her finger. “It’s gotta be your own!”
I was as adamant. “Oh, come on! All you need is the desire, will, and your stone tablet and sharp tool. It doesn’t matter where you write!”
Our little debate embodies two often-discussed viewpoints about writing. My vehement response to my friend brought up again my long puzzlement about the most effective place to write. Other writers have explored this topic, with many suggestions. They are all fine, but I believe something is missing. Especially if you’re in a quandary about where to write, I’d like to help enlarge your perceptions of your own physical and mental writing places, spaces, and times.
Don’t want to write? Rev up your intentions
These languid summer days, after some necessary business with my dissertation coaching and editing clients, I resist doing my personal writing. Generally, I manage to balance (or struggle with or squeeze) the ever-ongoing writing projects—novel, stories, essays, poems—with the client work. If I don’t do something on my own writing, the day will feel wasted and I didn’t fulfill at least a little of my writing promise to myself.
To tease myself into writing on a particularly steamy day (despite the air conditioning), I remembered a technique that academic and creative coach Dr. Dominique Chlup (2016) teaches her clients. This is to first set your writing intentions: ask yourself how you want to feel writing during this session or having written.