Keywords
student feedback, English classroom, writing feedback, English teachers, teacher feedback
Submission Type
Research
Preview
Teaching literature is lovely, but I became an English teacher because I wanted to teach students to write. I wasn't one month into my first year of teaching when I realized how difficult of a task teaching writing can be, even after years of studying writing instruction. Often, I'd pour my passion into developing an assignment. With Katie Wood Ray's (1999) Wondrous Words in mind, I'd find mentor texts for my students to study and use as examples. Following John Bean's (2011) advice in Engaging Ideas, I'd "build process requirements into the assignment, including due dates for drafts" in order to better teach writing as a process (p. 36). In order to make expectations clear I tried to create task-specific rubrics, also a suggestion of John Bean. Following the advice of Kelly Gallagher (2011) in Write Like This, I'd sometimes even model the writing process by writing or revising my writing in front of them.
Recommended Citation
Fredrickson, Katie
(2015)
"Helping Students to Dare Greatly: Feedback in the English Classroom,"
The Utah English Journal: Vol. 43, Article 6.
Available at:
https://scholarsarchive.byu.edu/uej/vol43/iss1/6