Responding to Student Writing

Abstract

Most teachers estimate that it takes them at least 20 to 40 minutes to comment on an individual student paper, and those 20 to 40 minutes times 20 students per class, times 8 papers, more or less, during the course of a semester add up to an enormous amount of time. With so much time and energy directed to a single activity, it is important for us to understand the nature of the enterprise. For it seems, paradoxically enough, that although commenting on student writing is the most widely used method for responding to student writing, it is the least understood. We do not know in any definitive way what constitutes thoughtful commentary or what effect, if any, our comments have on helping our students become more effective writers. Theoretically, at least, we know that we comment on our students' writing for the same reasons professional editors comment on the work of professional writers or for the same reasons we ask our colleagues to read and respond to our own writing. As writers we need and want thoughtful commentary to show us when we have communicated our ideas and when not, raising questions from a reader's point of view that may not have occurred to us as writers. We want to know if our writing has communicated our intended meaning and, if not, what questions or discrepancies our reader sees that we, as writers, are blind to. In commenting on our students' writing, however, we have an additional pedagogical purpose. As teachers,'we know that most students find it difficult to imagine a reader's response in advance, and to use such responses as a guide in composing. Thus, we comment on student writing to dramatize the presence of a reader, to help our students to become that questioning reader themselves, because, ultimately, we believe that becoming such a reader will help them to evaluate what they have written and develop control over their writing. 1