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Practice But« | Practice and Response Home | Role of Metacognition » Practice is essential to learning to write, but students also need responses to their writing, what one of my colleagues, Stephen Bernhardt of the University of Delaware, calls “feedback and corrective guidance.” That does not mean you have to edit their papers and correct every error—that would be doing the work for them. A good marking system is described by Rich Haswell in his article, “Minimal Marking,” College English 45 (October 1983): 600–604. Another article by Haswell suggests that over-marking can hinder improvement (“Error and Change in College Student Writing” Written Communication (1988) 5.4:479–499). Two early and classic studies of responding to student writing in a way that prompts meaningful revision come from Nancy Sommers (“Revision Strategies of Student Writers and Experienced Adult Writers.” College Composition and Communication 31.4, 1980, 378–88 and “Responding to Student Writing” College Composition and Communication 33.2, 1982, 148–56). by Valerie Balester, July 2006 |