This Teaching Carnival entry is about how I grade student essays and how to go about developing my grading technique. Well, maybe "grading" is the wrong word. I don't have much of a problem assigning a grade. It's the commenting that often trips me up. I want to improve my commenting, and I want to be able to return my students' papers in a more timely manner by grading them more quickly. If it's not too much trouble, dear reader, I would like to hear from you on your own grading practices, if you are a teacher. If you are a student, tell me about your experiences getting essays back with comments. I've listed questions at the end of the entry below, and it would be great if you answered some of them.
Like many (most?) people who teach in English departments, I began my teaching career immersed in freshman composition classes, which required me to focus on not only the process of writing but also the value of revision. When I graded essays for these classes, I wrote several brief comments in the margins as well as relatively lengthy comments at the end. Positive comments about strong elements of the writing were combined with critical comments about negative elements. Students were encouraged to revise their essays for a higher grade, and my comments were intended as a kind of dialogue with them as writers. If a point was unclear, for example, I would press them to provide a more detailed explanation. Or if two adjacent paragraphs seemed disconnected, I would suggest ways of connecting them with a smooth transitional phrase. Students then had the opportunity to incorporate my suggestions in their revisions.
I no longer teaching freshman composition very often, and although my commenting technique has evolved to meet the needs of my more advanced classes, it needs to evolve more than it has. Most of my classes are literature classes for juniors, seniors, and graduate students. I expect these students to already know at least the basics of writing an effective essay, and I provide them with detailed assignment sheets about what each essay requires. The seniors and grad students, in particular, usually write good to excellent papers. It's the rare student who makes a C or lower at this level. The opportunity for revision is not a central part of these courses, and that difference should change the nature of the comments I make. If a paper is not going to be revised, then it doesn't make much sense to suggest ways the paper could be improved. Then again, if it's a good paper (a B), but not a great paper (an A), then some comments need to be made about why. However, I hate focusing on making comments about the quality of the paper at the expense of responding to the ideas presented by the paper. But where's the dialogue? If I respond to the ideas in the paper, then when does the student have the chance to respond to my responses? Urgh. You can tell I haven't resolved this issue.
Then there's the issue of time. Most of the essays I assigned in freshman composition were in the neighborhood of 4 to 6 pages. It would take me about half an hour to get through each one. So, if I had two classes of 20 students each, and if I assigned 6 essays for each class, I had 120 essays to grade, occupying 60 hours of my time over the course of a semester. That's not counting revisions, which usually did not take as long. I don't know if 60 hours is an unusual amount of time for a semester's worth of grading or not but the responsibility always weighed upon me somewhat heavily. (There are those who teach 4 classes or more a semester, and it seems unlikely that they would have the time or the energy to spend 120 hours or more on grading.) Frankly, the responsibility of grading essays still weighs heavily on me, and not because I don't want to do it but because I don't want to do it badly. I know how much emotional energy the average student has invested in her or his writing, and it would be unfair to respond to that writing in a careless manner. However, I can procrastinate too easily if I have the idea of 30 minutes per paper looming over me and a stack of papers waiting to be graded.
Here's a slight digression. Is there any value to essay questions on exams? When I was a student, I never felt very good about the timed essays I wrote for exams. However, the advantage of essay exams for students is that they do not have to spend an inordinate amount of time writing. When I assign in-class essay exams, I give students information in advance about what to expect (four possible essay questions, say), and I ask them to write up outlines. They can then use their outlines during the exam as they write. In this way, they will have thought through several questions regarding the course material, even if they do not write up full responses to each of those questions. Still, the essays they write are not anymore interesting to read than the essays I wrote during in-class exams in my student days. I'd much rather read a student essay written with more care. So I've turned to different formats for in-class exams.
Questions for those who teach:
- How long does it take you to read and comment on an essay?
- What kind of comments do you make on your students' essays?
- What are the goals of your comments on your students' essays?
- Can one write too many comments on a student paper? How do you identify for yourself the point of diminishing returns?
- How do you calibrate (if that's the right word) your expectations for first-year students, sophomores, juniors, seniors, and grad students?
- How do you decide what grade to assign to a paper?
Questions for students:
- Have you been well prepared to write essays for your classes?
- Do your writing skills serve you from one class to the next? That is, do you find that different professors pretty much require the same sorts of things?
- Do the grades you get on essays vary widely from one class to another?
- What are the most helpful sorts of comments to receive?
- What are the least helpful sorts of comments to receive?
- Is there such a thing as too much commenting?