In Word Works #44 (April 1991), we described a strategy for soliciting students' own thoughts about their papers (for a copy, call x3585 or e-mail rleahy@boisestate.edu). That issue explained in some detail the benefits of having students write short reflective pieces about their writing to hand in with their papers. To recap briefly, such reflective writing offers the following benefits.
Issue #44 focused mainly on the free-form "memo," in which students write a paragraph or two reflecting on their writing. The free-form approach is probably best suited to small classes in which the instructor and the students know each other well and have a lot of interaction. For larger classes, or classes in which writing assignments are infrequent, a form might get a more thorough response than a free-form memo. On pages 3 and 4 of this issue, we offer two forms, one for a draft and one for a finished paper.
The forms are generic, meant only as suggestions. They are designed to fit any writing assignment. You can substitute questions that get at specific aspects of the assignment or specific criteria you'll use in grading the papers.
Questions like "How many drafts did you write?" and "Rate your draft on a scale of completeness" provide useful information for responding. Has the paper been revised extensively, or is it essentially a rough draft, written the night before? Often a hastily written paper will give itself away, but if the writer struggled hard and the paper still looks rough, that's useful information you can draw on when writing your response.
"What do you want readers to understand from your paper?" This question works two ways: it helps the writer think about whether the paper really says something and how clearly it says it, and it gives the something to check the paper against. Does the paper really say what the writer thinks it says?
"How did you go about writing the draft?" This will give you a glimpse into a student's writing processes. If you find the paper is loosely organize or poorly focused and see that the student circled "just wrote it," you can suggest that next time the writer should try another method such as diagraming before starting to write.
Some teachers end the form for the finished paper with: "What grade would you give this paper, and why?" Students generally don't like answering this one, but if you want to be brave and ask it, it can be revealing. Naturally, a few students will say "I think the paper deserves an A because I worked hard on it." But a surprisingly large proportion will be honest about quality give their papers the same grades you would give. It helps if you have clearly outlined the grading criteria ahead of time and ask the students to consider how their papers measure up.
Should you hand out the form in class the day the drafts or finished papers are due, or give it out ahead of time for students to complete at home? If you give it out ahead of time, the advantage is that writers might put more thought into their drafts and work them over some more before they hand in the finished papers. The disadvantage is that they might be distracted by the double task of finishing the paper and filling out the form. On the other hand, some of them will still fill out the form at the last minute.
If you hand out the forms in class the day papers are due, the responses might be more fresh and more accurate in their self-assessment. And you can be sure that everyone will hand one in with the paper.
And they may not, with some writers. No matter how foolproof we try to make the forms, someone will manage to be almost totally uncommunicative. When this happens, there are at least two options.
Your name_____________________________________________
1. How did you go about writing the draft? (Circle and/or add items.)
Formal outline Quick notes Talked about it Rewrote a lot
Just wrote it Cluster or mapping Free-write/revision
Other (please explain):
2. On a scale of 1 to 10, how far along do you feel this draft is? (Circle one)
Completely rough 1 2 3 4 5 6 7 8 9 10 Completely finished
3. What aspects of the draft do you think need special attention in revision? (Circle and/or add items, but please explain the items you indicate.)
Thesis Organization Introduction Conclusion
Transitions Support/Evidence Style Grammar
Other (please explain): ____________________________________________________________________
Why:
4. What aspects of the draft are you pleased with so far?
5. State, in a sentence or two, what main thing you want readers to understand from your paper.
6. Is there anything I should know about you as a writer? (For instance, are you slow getting started? Do you write five drafts of every paper, or just one? Do you have an alternate style of learning? Is English your second language?)
Your name_____________________________________________
Formal outline Quick notes Talked about it
Just wrote it Cluster or mapping Free-write & revision
Other (please explain):
____________________________________________________________________
Word Works is published six times during the school year by the Writing Center/WAC, English Department, Boise State University, Boise, ID 83725. Rick Leahy, Managing Editor. Phone: 208/426-3585. E-mail: writing@boisestate.edu.
You can find issues back to #67 on the BSU Writing Center's web site: http:/boisestate.edu/wcenter/. Other back issues are available from the Writing Center. Call, write, or e-mail for copies.