For these reasons, instructors are continuously looking for ways to
respond efficiently to student work. Seasoned instructors have developed
systems that work well for them. We offer a few here:
Don't comment on everything. Tell students that in your
responses to a particular paper you intend to focus on their thesis
sentences and introductions, or their overall structure, or their use of
sources, etc. This method works particularly well in courses that
require students to do several papers. Instructors can, as the term
progresses, focus on different aspects of student writing.
Space or stagger deadlines so that you are not overwhelmed by
drafts. If the thought of grading eighteen essays in two or three days
is daunting, divide the class in half or into thirds and require
different due dates for different groups.
Use peer groups. Ask students to meet outside of class (or
virtually, on the Blackboard discussion board) to talk with one another
about their papers. Peer groups work best when you've modeled the
critiquing process in class, and when you provide students with models
or guidelines for critiquing. See our page on Collaborative Learning for
a fuller discussion.
Ask for a Writing Assistant. The Writing Assistant reviews drafts of
papers and makes extensive comments. Students benefit by having an
additional reader; instructors benefit because they get better papers.
If you'd like more information about using a Writing Assistant in your
course, contact Stephanie
Boone, Director of Student Writing Support.
Todd Finley on 01 Dec 09"Learning Strategies Learning strategies refer to methods that students use to learn. This ranges from techniques for improved memory to better studying or test-taking strategies. For example, the method of loci is a classic memory improvement technique; it involves making associations between facts to be remembered and particular locations. In order to remember something, you simply visualize places and the associated facts. Some learning strategies involve changes to the design of instruction. For example, the use of questions before, during or after instruction has been shown to increase the degree of learning (see Ausubel). Methods that attempt to increase the degree of learning that occurs have been called "mathemagenic" (Ropthkopf, 1970). A typical study skill program is SQ3R which suggests 5 steps: (1) survey the material to be learned, (2) develop questions about the material, (3) read the material, (4) recall the key ideas, and (5) review the material. Research on metacognition may be relevant to the study of learning strategies in so far as they are both concerned with control processes. A number of learning theories emphasize the importance of learning strategies including: double loop learning ( Argyris ), conversation theory (Pask), and lateral thinking ( DeBono ). Weinstein (1991) discusses learning strategies in the context of social interaction, an important aspect of Situated Learning Theory. References: H.F. O'Neil (1978). Learning strategies. New York: Academic Press. H.F. O'Neil & C. Spielberger (1979). Cognitive and Affective Learning Strategies. New York: Academic Press. Rothkopf, E. (1970). The concept of mathemagenic behavior. Review of Educational Research, 40, 325-336. Schmeck, R.R. (1986). Learning Styles and Learning Strategies. NY: Plenum. Weinstein, C.E., Goetz, E.T., & Alexander, P.A. (1986). Learning and Study Strategies. NY: Academic Press. Weinstein, C.S. (1991). The classroom as a social context for learning. Annual Revi
