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Tag Archives: feedback
How Much Is Too Much, Part II
Last week, I blogged about the quandary of how to respond to student work. Here, a few writing teachers I admire share their approaches. Laurie Ann Doyle teaches creative writing at UC Berkeley Extension. Her story “Restraint” will be published in Midway Journal this summer. Constance Hale, author of Sin and Syntax and the forthcoming Vex, Hex, Smash, Smooch, has taught narrative nonfiction writing at UC Berkeley Extension, Boston University, and Harvard University. Wendy Tokunaga teaches fiction at University of San Francisco and Stanford Continuing Ed. The author of three published novels, she has work in two new anthologies, Madonna … Continue reading
Posted in craft, teaching, writing
Tagged anthologies, Boston University, characterization, Constance Hale, copyediting, criticsm, feedback, fiction workshop, fiction writing, Harvard University, Hawthorne Books, Holding Silvan, intimacy, Laurie Ann Doyle, Lindsey Crittenden, Madonna and Me, Midway Journal, Monica Wesolowska, motivation, narrative nonfiction, novels, online teaching, positive critique, positive feedback, praise, revision, Sin and Syntax, Stanford Continuing Ed, student-teacher relationship, syntax, teaching, teaching writing, Tomo, UC Berkeley Extension, University of San Francisco, Wendy Tokunaga, Will Baker, writing as process, writing classes
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Why I Teach
Last Monday, at the second-to-last meeting of my Writing Skills Workshop class at UC Berkeley Extension, one of the students said, “I don’t even want to think about saying good-bye to everyone.” Her large, expressive eyes opened even wider, and she shook her head. “It’s been so … intimate.” Another student had just asked where to go for feedback after the class ends. “We’ll get to that next week,” I said, as I always set aside time during a final class session to talk about finding a writing community, sustaining a writing practice, and other ways to keep going. But … Continue reading
How Much Is Too Much?
I’ve been teaching for more than ten years, and I like to think I’ve learned a thing or two along the way. But every so often, I’m brought back to a question I struggled with early in my teaching career: What’s the most helpful way to comment on student work? Specifically. Constructively. Right, but… how? What balance of correction and affirmation, of criticism and encouragement? Writer Deborah Bryan posted this week on her blog, The Monster In Your Closet, about a letter she’d written to her brother-in-law, accompanying her edits to his scholarship application essay. The gist was that he … Continue reading →