How can I save time marking student papers?

Question

I'm a Freshman Composition teacher, and am totally absorbed in grading (2 days already - and this is only the first draft). I need to know:

1. If you're a student - does it really make a difference how much/little I comment on in a paper?

2. If you're a teacher - what are some innovative time-saving methods to commenting on a paper?

Answer 1

My english professor graded in a series of stages last semester, and it was successful for me. Paper 1's focus was grammar, 2 was Introductions, 3 was Conclusions, 4 was Body Organization and Topic Development, 5 put it all together, and 6 was a 10-page research paper, which was commented on most. On each of the papers, he focused on one part of paper-writing, and the problems were rectified, for the most part, on the respective papers. He didn't need to waste time commenting on every mistake, because most of them had been cleared up on the paper prior. It did wonders for me, as I got a 494/500 on the research paper, and an A in the class. Plus, it allowed us students to focus on something, and recieve the maximum feedback on the topic of focus. Awesome class!

Answer 2

I am an EFL teacher, and I too had that problem. I wanted to write personal comments to the students.

Now I have learned that you have to read ALL of the papers, marking ONLY things that are absolutely unacceptable... grammatical mistakes, etc.

I then give a score based on four parameters (being a composition teacher, you might have different parameters...): organization, vocabulary, grammar and voice. Each of these categories is worth UP TO 5 points, for a total of 20. 1 point means there were a lot of mistakes. 2 points means it was ok, but needs work; 3 points means average. 4 points is a good job. 5 points is exceptional. It's really hard to get a 5, a factor which I find motivates the students.

Anyhow. If the students are aware of this system, that is all you really need to say. Then they know exactly where they need to improve. Sometimes I write one or two words, like "great conclusion!" or a little smiley face if they make me laugh... Encourage the students to come to you with questions about their scores after class, and then you can give more personal feedback.

Good luck... you might just get your life back! ;>)

Answer 3

YOU NEED A GRADING RUBRIC!

It's too late for this assignment, but for your next assignment, develop a rubric which:
1) spells out your expectations for students
2) allows you to check a paper for the various aspects you're looking for, quickly and effectively.

Make sure you provide students with the rubric WHEN the assignment is given. That way, they know precisely how they're going to be assessed.

Here's an example. Create a grid with these categories on the horizontal:
:Excellent Good Fair PoorUnacceptable

Place categories similar to these, vertically, on the left. Create these categories of evaluation so that they are appropriate to your assignment, and effectively convey your expectations.

How well does the thesis establish a strong and appropriate argument?
Is the essay primarily analytical rather than merely descriptive?
To what extent does the evidence marshalled support the argument being made?
How well are historical and cultural details employed in support of the argument?
To what extent do grammar and spelling errors detract from the clarity of the argument?

There will be long horizontal rows after each "goal," in which you can provide comments that indicate HOW WELL (and in what ways) they met or failed to meet your expectations.

You do NOT want to set yourself up for a grading situation in which you have to indicate every mistake made on every paper. (Improper punctuation, split infinitive, improper citation style, unsupported generalization, weak thesis statement, awkward sentence, lack of supporting evidence, etc. )

The rubric lets you point to problem areas, and give specific advice as to how to prevent this problem in the future. If you are assigning a succession of drafts of a paper, rubrics are so valuable!

Plus, a comment like "many problems with subject/verb agreement, esp in para. 3 on page 4" or "insufficient evidence to support thesis statement -- evidence used does not directly support point -- see para. 6 page 7) makes STUDENTS look back at the paper, find the problems, and discover how the problems coule be remedied.

Also, just marking up a paper can discourage students, especially if you are pointing to EVERY instance of say, use of the passive voice.

Finally, grading with a rubric SAVES SO MUCH TIME! You can avoid repeating yourself in your comments directly on the paper, and instead, summarize the strengths and weaknesses of the paper directly on the rubric. Extra bonus: You will find that your grading is more consistent, and fairer to students. Rubrics help keep you from being seduced by good writing with weak content, and help you to see the strengths of poor writing.

Follow the links below to some great rubric sites, notably the Washington State University Critical Thinking rubric, which is a benchmark for universities that employ "writing across the curriculum" methods.

Answer 4

YES--you must comment! that helped me sooooo much in college to write better papers and to see what my teachers expected out of me. How about taking the first draft and adding a bunch of comments and then telling yourstudents that the next drafts will not have as much, because you expect better work and for them to take your ideas and expound on them.

Answer 5

I've been there. Make you comments brief and resist the urge to re-write it for the student to put them on the right track. I used to use simple Yes, No, Good, Bad comments by sections that needed to be worked on or praised.

You can also develop a short hand for comments like signs; + -, etc. and let the students know what each one means.

Answer 6

I'm a former student- your comments are helpful, just don't overuse comments, making it look like a draft of another paper on our paper, if you know what I mean. Especially if you write ni cursive.

Answer 7

I'm a student and a one sentence comment would be just fine for me just so long as I have some feedback on how my writing is. Take it easy. Good luck.

Answer 8

I want the most comments possible

Answer 9

confident, my debate coach/English instructor has all of her pupils grade (the diverse determination purely) at debate tournaments to take off fairly some the artwork load. it rather is frowned upon yet criminal. desire it helps :)

Answer 10

i like comments. i think they help me get better at what i am doing as well...