The Impact of Teachers' Comments

    Before actually reading Richard Straub's article, I read the four different commentaries and tried to find distinguishing factors in each one. First, I glanced over each commentary, and what struck me was the decrease in markings from one commentary to another. The first one, the directive response, was just completely marked up in comparison to the last commentary which had four marginal notes. In addition, the concluding comments were very different, as the first one basically TOLD the student to follow the suggestions rather than giving her the choice to either heed or dismiss the suggestions. What also makes the first commentary different from the other three commentaries is the lack of encouragement for the student's work. In the first commentary, the teacher writes that the "...general organization is fine...", as if she feels obliged to give the student some credit for her work--it just does not appear to be sincere like the encouragement from the other three teachers (228). The first commenter also lacked questions, unlike the other three. This suggested, at least to me, that the teacher lacks some respect or acknowledgement of the student's ideas. Rather than asking questions to try to figure out what the writer meant, the commenter just marks up different things, automatically assuming that the student is wrong.

     After reading Straub's article, I gained a better understanding of and a greater appreciation for the work writing consultants do. In essence, the teacher whose comments are aimed "...to allow the student to retain a certain amount of control over the writing..." acts as a consultant, because he/she is asking questions to understand the student's ideas and giving positive feedback while making suggestions on how to make the paper better (237). Just as writing consultants are available to make better writers, teachers need to give constructive feedback and give the student the chance to understand the reader's confusion so he/she can learn what works and what doesn't, making him/her a better writer. If a writer is not given the opportunity to think for himself, there is no way he can improve his overall writing. Personally, I find professors who relate their reactions to my writing to be very helpful, because I don't feel as if they are simply doubting me as a writer. Often times, negative criticism tends to result in hostility. However, if an individual hears constructive criticism, he is more willing to make changes to clarify concepts and ideas. Obviously, it is important for professors to keep in mind that they are professors, not friends and fellow classmates of students. At the same time, however, they must also remember that the only way to help students become better writers, they must be encouraging rather than overly critical of the smallest mistakes.