Comments on: Go to the Writing Center! http://cac.ophony.org/2007/09/28/go-to-the-writing-center/ Thu, 08 Jan 2009 18:40:46 +0000 http://wordpress.org/?v=2.7 hourly 1 By: Jody http://cac.ophony.org/2007/09/28/go-to-the-writing-center/comment-page-1/#comment-23168 Jody Fri, 28 Sep 2007 18:22:46 +0000 http://cac.ophony.org/2007/09/28/go-to-the-writing-center/#comment-23168 I think some faculty members often operate on a wavelength similar to the MTA's:  if you see something, say something.  So when instructors are grading/marking/correcting student papers--and which term  instructors choose is often indicative of their views on grammatical accuracy vs. critical thinking--they believe it is imperative to say something about each ungrammatical offense.   We've spent a good deal of time in our faculty development seminars talking about responding to student writing, using various models for marking that emphasize content concerns over surface-level errors.  Two that I always find myself returning to are <a href="http://www3.interscience.wiley.com/cgi-bin/abstract/101522262/ABSTRACT" rel="nofollow">Peter Elbow's "High Stakes and Low Stakes in Assigning and Responding to Student Writing"</a> (click on the link to the PDF for the full-text article) and <a href="http://www.jstor.org/view/00100994/ap020343/02a00100/0" rel="nofollow">Richard H. Hasiwell's "Minimal Marking"</a> (available in JStor with username and password)--among many other useful resources on the topic. I think some faculty members often operate on a wavelength similar to the MTA's:  if you see something, say something.  So when instructors are grading/marking/correcting student papers–and which term  instructors choose is often indicative of their views on grammatical accuracy vs. critical thinking–they believe it is imperative to say something about each ungrammatical offense.   We've spent a good deal of time in our faculty development seminars talking about responding to student writing, using various models for marking that emphasize content concerns over surface-level errors.  Two that I always find myself returning to are Peter Elbow's "High Stakes and Low Stakes in Assigning and Responding to Student Writing" (click on the link to the PDF for the full-text article) and Richard H. Hasiwell's "Minimal Marking" (available in JStor with username and password)–among many other useful resources on the topic.

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