www.kent.ac.uk using essay feedback to improve performance unit for the enhancement of learning and...
TRANSCRIPT
www.kent.ac.uk
Using essay feedback to improve performance
Unit for the Enhancement of Learning and Teaching
22
The essay writing cycle
• Six stages -• Understanding & defining the question • Reading and research• Planning• Writing• Editing-----------------------------------------• Analysing feedback
33
Obtaining feedback
• Practicalities:• Always make sure you collect your
essays!
• Feedback is not just reading your mark on your VLE
• READ the comments
• Look carefully at the assessment grid
44
Obtaining feedback
• Consult your marker/ module convenor to discuss your mark
• Use this engagement to explore ways of improving your work in the future
• Use office hours to contact staff
• Set up this meeting with a polite e-mail
55
Responding to the marking criteria
• See Table 1 (Handout)• Make sure you have read, discussed and
understood core documents and websites• your School Guide• Module outlines• Faculty handbooks/guides• On-line referencing guidelines eg:http://www.kent.ac.uk/uelt/ai/styleguides.html
66
Responding to the marking criteria
• Analyse comments and evaluations in the context of the marking criteria
• Where comments and evaluations are positive, reflection will be helpful - but not crucial• E.g. “A strong introduction that sets up the main
argument of your essay, and briefly introduces the important theoretical observations” + 1 ticked on assessment grid
• For this piece of work, it’s difficult to see how the introduction could be ‘improved’!
77
Responding to the marking criteria
• Nonetheless, it’s important to learn from good practice
• Progress in assignments may be uneven• If a future essay raised negative issues about
the introduction, recollecting where you had been successful allows you to adjust and develop your writing skills
88
Learning from feedback
• However, it’s most helpful to focus on areas for improvement
• Take a positive stance• Try not to let disappointment cloud your
judgement• Let constructive self-criticism lead to an ‘action-
plan’ for future assignments
99
Learning from feedback
• Comments and evaluations will relate to 3 generic processes in writing essays -• Preparation• Planning• Production
• These form a useful ‘taxonomy’ for classifying your feedback
• Taking them one by one, it’s possible to see the type of problem(s) that feedback identifies – and the possible solution(s) to the problem(s)
• These are all fairly typical problem areas at Stage 1!
1010
Learning from feedback: Preparation
• Comments and evaluations relate to problems with e.g.:• The way the answer addresses the question• Relevance and application of reading• Range of reading material• Missing/inaccurate in-text citations and
references
1111
Learning from feedback: Preparation
• Solutions• Deconstructing/understanding the
essay title successfully• Before you start reading and research,
always define the title carefully
1212
Learning from feedback: Preparation
• At the start of the whole essay writing cycle, spend c 1 hour in concentrated thinking about the title
• Key words• Key instruction words• Key concepts• Background and context• Defining the question• Producing an initial plan
1313
Learning from feedback: Preparation
• Reading defined against this• Draw up a research plan based on your
interpretation of the question
• Appropriate range of reading material• Make sure you have a good mix of core texts,
journal articles and www sources• Be discriminating in your use of www sources, &
evaluate www sources carefully - see
http://www.vts.intute.ac.uk/detective/
1414
Learning from feedback: Preparation
• Active reading• Survey your texts first• With journal articles, use abstracts
effectively• Skim – scan – read for detail• Read, think and evaluate before you start
note taking
1515
Learning from feedback: Preparation
• Plagiarism-proof research trail• Effective notes that retain bibliographical
information + always identify/separate text from source material
• Make sure you record all reference information before you start reading
• Always separate your own paraphrases & summaries from source material
• How much should you actually quote?
1616
Learning from feedback:Planning
• Comments and evaluations relate to problems with e.g.:• Focus on the question• Interpretation of the question• Integration of reading/research• Uneven and unfocused direction and
structure of the main argument
1717
Learning from feedback:Planning
• Solutions• Relevance to question set
• Re-visit your initial plan• Keep the essay question in front of you when you plan• Think how your planning relates to the question• Plan at two levels:
• Generic plans (mind map, brainstorm) + detailed plans (sections/paragraphs in sequence)
• Integration of reading/research• In your detailed planning, embed citations from the start!
1818
Learning from feedback:Production
• Comments and evaluations relate to problems with e.g.:• Structure and organisation• Transitions between paragraphs• Poor syntax and grammar• ‘Clumsy’ and over-colloquial language• Difficulty in following the direction of the main
argument• Embedding evidence
1919
Learning from feedback:Production
• Solutions:• Structure• Introduction + development (with signpost
statements) + conclusion• Have a clear sense of the overall structure of an academic
essay• Re-visit and carefully edit the introduction• Make sure introductions and conclusions are not just
‘tacked on’ but integral to your argument• Sentences
• Use clear sentences with a subject + predicate• Beware of run-on sentences & sentence fragments• Avoid overusing ‘and’ as a conjunction• Understand the distinction between a comma and a full
stop (period)
2020
Learning from feedback:Production
• Development paragraphs• Make sure your development paragraphs
are clearly structured• Topic sentence• Supporting sentences• Evidence• Evaluation of evidence• Link to next paragraph
2121
Learning from feedback:Production
• Clarity of expression
• Formal academic register• Leave time for proof-reading
• Avoid the First Person! (“I”)
• Learn from your reading
• Develop a specialised subject-specific vocabulary
2222
Learning from feedback:Production
• Embedding evidence/reading in a plagiarism-proof manner• In-text citations + reference list• Learn Harvard!• Meticulous records in preparing and
planning• Clear preparatory notes• Training in EndNote and RefWorks?
2323
Learning from feedback:Production
• Referencing that really supports your argument• Don’t just ‘throw information at the topic’• Think about your in-text citations
• How do they support your argument?• Plan your use of evidence
2424
Learning from feedback
• Think about keeping a simple learning journal• You can keep a simple diary record that records your
observations on each assignment• You can attach your own comments to each assignment cover
sheet• You can review these comments before you start writing
further assignments• You can attach ‘action points’• You can use a simple template for your learning journal • Example: on WebCT
• Think about using PDP to reflect on your learning - seehttp://www.kent.ac.uk/uelt/ced/themes/personal
development/index.html
2525
Learning from feedback
• Working with others• You can exchange marked scripts to compare
feedback and learn with others• Make sure you work with someone you trust• Extend this to an informal study group if possible?• Learning from feedback becomes a collective
experience• It allows for comparison of trends and patterns in
students’ writing
2626
Learning from feedback
• Seminars following this lecture will allow you to look at • Understanding essay titles• Essay structure• Paragraphs and sentences
• For further advice on all the study skill areas above, please contact your study support team eg
www.kent.ac.uk/uelt/learning