It is likely that you recall some of the positive and negative writing feedback that you have received throughout your academic career as a student. Maybe some comments were constructive and effective and others were not. What language was used in the feedback, and what color was the ink in which that feedback was presented? How did those comments and their presentation make you feel? In this week's Discussion, you consider feedback from both the student's and instructor's point of view. As an instructor, you will provide a great deal of feedback on students' writing. Take a moment to consider the style of feedback that you would like to provide: helpful and encouraging? Or firm with regard to grammar and format? Perhaps some other styles come to mind. How might your feedback style influence the self-efficacy and learning for the students who receive it?
For this Discussion, review and study this week's Learning Resources. Reflect on feedback that you have received on your writing. Think about the types of writing feedback that were positive and those that were negative. Consider your emotional reaction to the feedback in each case with regard to self-efficacy. Finally, think about three of the most important elements to providing feedback on writing assignments.
With these thoughts in mind:
Then explain your emotional reaction to the feedback in each case with regard to self-efficacy. Finally, explain what you believe to be three of the most important elements to providing feedback on writing assignments and explain why they are important.
For this discussion, it is always important to remember how we felt as a student. Even adults crave praise. While we understand that we make mistakes, we sure do appreciate when comments of criticism are tempered with areas of strength. Little is more defeating as a student than to work extremely hard on an assignment or paper, feel proud about we have produced, only to have it ripped to shreds by the instructor without even one ...