I write to discover what I think. After all, the bars aren’t open that early.
— Daniel J. Boorstin
W and C courses must include graded writing; however, while many students are motivated to improve through grades, they also benefit from low-stakes writing, in which there is no grade or one that counts for very little. In fact, some researchers suggest that once a paper is graded, students have little desire or motivation to return to it and so learn very little from feedback provided with graded papers. This is good news for W and C instructors: if students can learn from low-stakes work on which they receive feedback, you will have less grading to do. And you don't have to be the only one providing feedback, although generally students will perceive your feedback as most valuable unless you do something to change that perception. Both grade writing and undgraded, low-stakes writing require some feedback. This section discusses the basic types and methods of responding to student writing and speaking, including:
Formative Feedback and More than Marginal: Giving Your Students Feedback That Matters
Grading & Commenting (including Model Rubrics & Descriptors), Grade Less: Your Students Might Learn More, Taming "The Stack," Rubrics Make the Grade, and Positive Spin, republished from Writing Matters,
Peer Review and Effective Peer Response (Writing Matters article, republished)
Portfolios
Self-Assessment and Value Added: Critical Reflection and Self-Assessment