In “Teacher Response as Conversation: More than Casual Talk, an
Exploration,” Richard Straub argues that instructors should give student
feedback as if they are readers or collaborators rather than editors. Towards the
essay’s conclusion, he accounts for the additional workload involved in
providing these types of responses. Can you think of any technologies that
might assist in alleviating this burden or enhance the quality of more
minimalist written feedback?
In “Ranking, Evaluating, and Liking: Sorting Out Three Forms of
Judgement,” Peter Elbow confronts the complications that arise from grading and
(sometimes) evaluation. He also lingers on how to find likable qualities in a
student’s work. I found myself nodding along, because my favorite instructors
practice this. However, I think about my own narrow aesthetic preferences
especially in creative writing, and sometimes I can’t find something to like
about a piece of writing that I know is good or has potential—or maybe I can but
I don’t have the mind to give feedback that would help the student enhance the piece. If you
also struggle with this, how do you plan to account for those biases and blind
spots once you enter the classroom?
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