6.6: Understanding and Using Instructor Feedback
- Page ID
- 304772
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Your instructor provides written feedback on your writing in two ways:
- the assignment rubric
- comments
This feedback is meant to help you understand how you are performing on each assignment, including the skills that you are demonstrating satisfactorily and those that need more attention. Your instructor intends for you to use this feedback to help you improve each assignment. This is particularly important as you work to improve your assignments for the final portfolio. Your instructor’s feedback can guide your revision plan.
A. Analyzing a Rubric
Look at the rubric your teacher filled in for the Summary-Response assignment you are including in your portfolio. What type of feedback did they give you? Categorize the feedback using the chart below.
Understanding Instructor Feedback Chart
|l|l|l|l| & \(\begin{array}{c}\text { Global or } \\ \text { Sentence } \\ \text { Level? }\end{array}\) & \(\begin{array}{c}\text { \# of } \\ \text { Comments }\end{array}\) & Example Comments from Rubric or Instructor
\(\begin{array}{l}\text { Introduction, Organization, Conclusion } \\ \text { - First sentence includes accurate and complete in-text } \\ \text { citation information and an accurate and brief } \\ \text { one-sentence summary of the article. }\end{array}\) & & &
- The introduction includes a clear thesis statement that & & &
agrees or disagrees with the article. Alternatively, the & & &
thesis may express a divided stance. & & &
\()\)
Summary
- The summary begins with the main argument of the article.
- The summary includes all major supporting points and important details and examples without recounting them in excessive detail. The various supporting points are presented in a balanced manner.
- The relationship between various points of the summary are clearly and effectively shown through a variety of cohesive devices and transitions. The organizational pattern of the text is clear (pro/con, problem/solution, cause/effect, compare/contrast).
- There are references to the author or the article throughout the summary. The last name of the author is used.
Response
- The writer mentions the specific points from the article that they are focusing on in the response paragraphs.
- The writer utilizes various strategies and a variety of evidence to respond to the article (agree; disagree; personal experience; references to history, current issues, culture, or other texts)
- The responses are sufficiently developed using specific examples that are relevant to the point being made.
- The response paragraphs show evidence of critical thinking (criticize the text, question the text, provide solutions or alternative ideas the text hasn’t mentioned).
Language
- Grammar and Sentence Structure. Grammar is accurate. Verb tense is consistent. No or minimal errors in verb and pronoun use, missing words, word order, agreement, and other grammatical structures. Sentences are clear, correct, and complete. Level 4 and 5 sentences present a variety in complexity.
- Vocabulary. Word choice is precise and effective. Word forms are correct.
- Mechanics. Spelling, capitalization and punctuation are accurate. Formatting (heading, header, title indenting. line spacing, font type and size) follows MLA guidelines.
Works Cited & Drafting
- The Works Cited entry is complete and correct.
Formatting for Works Cited entry follows MLA guidelines
- There is evidence of revision between drafts. Assignment was completed entirely in Google Docs.
- The first draft and self and peer reviews are included and complete.
B. Reviewing and Working with Comments
Once you have completed the chart above, analyze it for trends. Answer the questions below.
| STRENGTHS | |
|---|---|
| 1. In which areas did you receive positive feedback? | 1. In which areas did you receive constructive feedback? |
|l|l| 2. Are these areas primarily global or sentence-level concerns? & 2. Are these areas primarily global or sentence-level concerns?
| 3. Looking at the comments you’ve received for your three portfolio |
| assignments, do you see a pattern of strengths? What areas of your |
| writing are consistently strong? |
&
| 3. Looking at the comments you’ve received for your three portfolio |
| assignments, do you see a pattern of weaknesses? What areas of your |
| writing are consistently challenging for you? |
| 4. Even though you’ve done well in these areas, as you review your |
| portfolio assignments, what parts would you like to continue to |
| improve? What specific ideas do you have for strengthening these areas? |
&
| 4. Which challenges do you plan to address as you revise for your |
| portfolio? What specific ideas do you have for strengthening these |
| areas? |
Once you have used this activity to help you analyze the feedback you received on your summary-response essay, consider doing the same for your other portfolio assignments. Your instructor’s feedback gives you a roadmap to revise your writing.