10-Second Review: Students write memo to teacher reflecting on the composition they are submitting.
Title: “Behind the Paper: Using the Student-Teacher Memo.” J Sommers. College Composition and Communication (February 1988), 77-79. A publication of the National Council of Teachers of English (NCTE).
Summary: After students complete a composition, they must submit with the paper a memo to the teacher reacting to certain questions:
“What part of the essay is the most successful or best part? why? “
“What, in particular do you want me to comment on?”
“What three questions would you like me to answer about your paper as I read and comment on it?”
When the student submits a revised copy:
“Which comments, suggestions and observations of mine on your paper were useful to you in revising? Which comments were not useful?”
“What changes have you made?”
“Which aspects of this revised version do you wish me to examine most carefully?”
Comment: Helps students to reflect on what they have written. Revision reveals the comments that were helpful and not helpful. Worth a try. RayS.
The purpose of this blog is to summarize articles on teaching English/language arts, from kindergarten through college, published in English education journals from the past.