English 5508 - Teaching Composition
Good Response
Jason Hudson
Dr. T--
English 5505
September 30, 2002
Giving proper response to a student's writing assignment can be a vital part of his or her development as a writer and communicator. An instructor has the ability to help students realize where they are deficient in their writing and can identify certain areas in each assignment for improvement. If my response as an instructor lacks clarity or seems too academic, a student feels overwhelmed by the task at hand. Conversely, if my response is too brief or theoretical, she might develop an inflated view of her abilities.
In chapter 3 of the Anson text, the instructor is advised to give "thorough, useful responses to [. . .] writing" (34). Clearly, such responses to young writers works are "one of the most useful pedagogical tools" an instructor has in bringing about positive change in his writing. Anson also warns that this device can be difficult and complex as well. The text gives examples of the various forms of writer response, prompting certain questions in my mind: "What is good response?" and "How can I best help the students to improve according to the form of response chosen?"
In the second paragraph of the text, Anson asserts that a "good response can [. . .] help students" (34). Although he offers no definition for "good response" here, one can assume he means "good" as "thorough [and] useful", also mentioned above (34). In the next sentence, he uses the term "poor response" as a synonym for "unconsidered response". Thus, a good response is also a "considered" response. If this logic suffices, then I am interested in exploring the ideas of thoroughness, usefulness and consideration.
In the first of six scenarios of writer response offered by Anson in the chapter, the instructor assigns a writing task to be completed in increments. The documentation throughout the process helped me determine what responses were thorough, which comments were useful, and how much or how little thought was given to the writer's work in the process.
The first step in the process was to brainstorm with a peer and to develop a preliminary essay relating to a controversial issue. After the preliminary essay was completed, George (the instructor) gave four revision tips on a sheet of paper. It is important to note that these tips were not a response to the writing. Once the revision tips were used, the student turned in a draft. Next, two different types of actual response occurred. First, George instructed a peer to read the draft and answer four questions given on a peer-review sheet. Then, George met with each student in order to further assist the student. These were the only two opportunities that outside influences would be used to assist in the development of the student's essay.
The peer-review sheet seemed to be a good idea, although the peer's answers were problematic. The peer had difficulty understanding the phrasing of the questions. This problem, however, does not need to be a major obstacle for the student as long as the instructor takes time to evaluate the peer responses as effective modes of response. This is a great opportunity to not only help the student improve his essay, but also to help the peer develop better critical thinking skills. If a peer's response lacks the content needed for a student to benefit from it, then the instructor ought to work at helping the peer to resolve the problem. Otherwise, the student has to work with sloppy and/or inadequate advice from his peer, and the peer doesn't learn from her mistake.
The conference time between George and each student is the final opportunity for the instructor to help the student improve the essay before its due date. This time is crucial for the student, especially if there are major problems within the paper. At this point, a thorough response can be given when the instructor considers not only the essay at hand, but also the peer response, and any problems the student voices regarding the essay. A useful response is possible when the instructor recognizes poor or ineffective advice from the peer and discerns the major areas in which the student is struggling.
I have considered the importance of writer response but come to a puzzling question: Can this quality of response occur successfully when the teacher must do the same for every student and peer in the class? I dont have the answer. In my experience, theory has always been easier than practice.