Red Line Writing Feedback

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General Definition:[edit]

The Red Line Writing Feedback was originally designed to allow students to explore their own writing and correct their errors. There is a very specific coding structure that allows the evaluator to provide relevant and timely feedback to the writer. The name Red Line came from the simple concept that the evaluator must stay in the margins behind the red margin line. It is important to not cross that boundary into the workspace of the writer.

Link to Supporting Educational Research[edit]

Radical Formative Assessment[1] - This type of informal assessment practice allows for the evaluator to provide relevant and timely feedback to the learner. The learner can take this advice and continue to move through different iterations of production until mastery of the concept has been achieved. What makes the Red Line Writing Feedback "radical" is that this type practice may call for multiple readings/evaluations of a writing until most of the errors have been identified and corrected. It is important for the learner/writer to understand that writing is a never-ending process. This type of learning promotes the growth mindset.[edit]

Returning Points - This appears to be a controversy among educators as to how many points should be returned. Some believe that only half credit should be given upon completion of the radical formative assessment. This evaluator believes that the writer should receive full credit if s/he has corrected the errors that created confusion in the mind of the reader.[edit]

Feedback Codes[2][edit]

(F) Focus - This symbol signals to the writer that s/he should review/edit the line(s) of written text to determine if the writing is written with the proper topic in mind.

(C) Content - This symbol signals to the writer that s/he should review/edit the line(s) of written text to determine if the writing has enough textual support for the claims made by the writer.

(O) Organization - This symbol signals to the writer that s/he should review/edit the line(s) of written text to determine if the writing has a clearly defined structure that promotes understanding in the mind of the reader.

(S) Style - This symbol signals to the writer that s/he should review/edit the line(s) of written text to determine if the writing reflects the unique thinking and word choice of the writer as a one-of-a-kind human thinker.

(CV.) Conventions - This symbol signals to the writer that s/he should review/edit the line(s) of written text to determine if the writing is generally free of grammar and convention errors. (In order to speed up the process, I suggest that you use a checkmark.)

Qualification Marks[edit]

(+) - This writing element adds to the overall quality of the piece.

(-) - This writing element subtracts from the overall quality of the piece.

Final Code Dissection[edit]

C(-): quote? - The lack of a direct quote from a supporting text is subtracting from the overall quality of the piece. The writer can now enter the workspace and make the necessary correction.

Location of Codes (Vertical vs. Horizontal)[edit]

Vertical Placement - When the evaluator writes the code on the vertical line of the document, the writer knows that s/he should look at all of the lines of text within this boundary for the error to fix. It is suggested that the evaluator draw a vertical line that clearly defines the range of lines where the error can be found.[edit]

Horizontal Placement - When the evaluator writes the code on the horizontal line of the document, the writer knows that s/he should look on just the one line of text for the error fix.[edit]

Red Line Writing Feedback Sample Doc
Category:writing
  1. ^ "formative assessment [Wikipedia]". 
  2. ^ "PDE Writing Assessment Handbook" (PDF).