Using essay feedback to improve performance

1. Using essay feedback to improve performance Unit for the Enhancement of Learning and Teaching

2. The essay writing cycle • Six stages - • Understanding & defining the question • Reading and research • Planning • Writing • Editing ----------------------------------------- • Analysing feedback

3. 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

4. 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

5. 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

6. 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’!

7. 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

8. 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

9. 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!

10. 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

11. Learning from feedback: Preparation • Solutions • Deconstructing/understanding the essay title successfully • Before you start reading and research, always define the title carefully

12. 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

13. 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/

14. 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

15. 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?

16. 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

17. 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!

18. 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

19. 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)

20. 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

21. 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

22. 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?

23. 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

24. 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 - see http://www.kent.ac.uk/uelt/ced/themes/personal development/index.html

25. 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

26. 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