I’ve always assumed students enjoy reading feedback on their papers about as much as I enjoy writing it. But that’s never stopped me from continuing to give it on every paper. Each semester, I take my stacks of student papers and work through them one by one, adding comments in the margin and coming up with some kind of end note that lists a couple positive comments and a couple suggestions for improvement. And each semester, I hand them back, not knowing if anyone cares about my advice or even reads it.
What if most students aren’t even reading my notes? Frankly, it would be a terrible waste of my time. I could grade papers much faster if all I have to do is slap a grade at the end.
Of course, that wouldn’t necessarily be the most responsible way to teach writing. Personally, I would feel like I was shirking my duty to the students. Like I was shortchanging them somehow. Surely there are some students who actually do care about becoming better writers.
But as any adjunct who teaches multiple low-wage sections of composition knows, efficiency is king. The faster I can burn through papers, the better chance I have of earning a living wage. Some adjuncts have even argued that adjuncts should do the absolute bare minimum in order to maximize their usually sub-par pay. I don’t quite go that far because I take pride in my work and I always try to do a good job. However, I definitely understand the sentiment of that argument and I think it’s worth considering.
Ideally, adjuncts (and other teachers) could find a way to fulfill their responsibilities to the students and also to maximize their efficiency by not wasting time on futile exercises. To that end, I came up with a new strategy this semester and, so far, it’s been working pretty well. Rather than simply assuming every student is equally interested in my detailed feedback on their papers, I instead made the opposite assumption—that no student is interested in my feedback.
The No Comment Approach to Grading Student Papers
Here’s how my little grading experiment works. For each paper, I put barely more than a grade, and under that grade I write: “Feel free to make an appointment during which we can discuss specific strategies for improvement.”
This way students can easily learn more if they’d like by coming to the office. If, on the other hand, they care only about the grade, I don’t waste my time writing out comments.
I have followed this strategy for every student paper this semester that earns above a “C.” Any paper that earns a “C” or below still gets normal feedback. In my mind, these students need the most help, so I actually feel guilty not commenting on their papers, regardless of whether the student chooses to read those comments.
Aside from the time saver, I’ve found that paper comments work much better as a discussion anyway. Students can hear my tone and understand my perspective better. And they can respond to me, which is something we never got with static comments. This way, my feedback becomes a two-way discussion. I can hear the student’s thought process and confirm whether or not he understands the advice I give.
Surprisingly few students have actually come to my office to discuss their papers. In the single digits. I’ll let you decide for yourself if that’s a good thing or a bad thing. That being said, I’ve still had more students in the office this semester than I usually do, so that’s probably a victory in some way.
From the teacher’s perspective, this experiment has been a huge success. I’ve saved dozens of hours by leaving the comments off student papers. There’s no doubt in my mind that this grading style makes my life easier.
As for the students, well, I can say those who have come to the office to talk have certainly received more specialized help than I’ve ever been able to give students in the past.
It’s hard to say how the absence of comments affects the students who received no direct feedback from me all semester. I admit to feeling a little uneasy about that outcome, which feels like a dereliction of duty somehow. But, then again, maybe these students never would have read my comments anyway.
All in all, this experiment appear to be a net positive. I’m curious what you think, though. Have I gone too far with this strategy? Is there a better way to save time and also continue to improve the writing of my students?