Center for Research on Learning and Teaching (CRLT) -- University of Michigan
Ten Simple Strategies for Grading Writing
Jennifer Sinor and Ian Kerney
Center for Research on Learning and Teaching
The following strategies are a few simple steps you can take to make grading student writing easier. These are practical tools that other instructors have found useful, and they should illustrate the kinds of decisions you will need to make as the semester begins. The list is by no means exhaustive, and some strategies may not even apply to your discipline.
1. Anonymous/Non-Anonymous Grading. Some instructors choose to grade papers anonymously either by assigning code numbers to students or by having students place their names on a cover sheet that is then turned over. This allows the instructor to grade the paper without knowing the author and, therefore, not be unduly influenced by the student’s classroom behavior or previous writing performance. It can help the instructor be more “objective.” It is important, however, to realize that even anonymous grading is not truly “objective” and that some students mark themselves in their writing (by self-identification, language difficulties, references to background, etc.), which could unfairly bias you. Some instructors, on the other hand, choose to grade papers knowing who the author is so that the instructor can monitor writing progress and compare the piece of writing to the author’s earlier attempts. This allows the instructor to respond to the student’s individual progress, looking to see how the student is meeting goals previously established.
2. Getting a Sense of Average. By quickly scanning a few random essays before you begin grading each new set of papers, you will get some idea of how students approached that particular assignment and what an average response might look like. Establishing an average allows you to determine when students are performing above and below it.
3. Taking Breaks. Some instructors prefer to grade a set of papers all in one sitting. In doing this, they feel they maintain a consistent attitude toward the responses—not grading some papers while in a “good” mood and others after learning their car needs a new engine. Other instructors have a goal of grading a certain number of essays a day in order to spread the grading out and not be overwhelmed. Either way, taking breaks, short or long, is important for the students’ sake. Grading too much all at once can mean less attention for those who happen to be on the bottom of the pile.
4. Returning to Where You Began. It is a good idea, especially when grading large numbers of papers, to skim back through the first five or so papers that you grade to make sure your expectations haven’t changed. Is that initial “C” comparable to the one you gave on that final paper?
5. Time. Use a timer when grading. Decide to spend a certain number of minutes per paper and stick to the time—that way each student receives the same time and attention. You may need to allow yourself more time per paper at the beginning of the semester than toward the end when you become more efficient.
6. Grammar. Before you begin the semester you need to decide how you would like to approach grammar corrections. Will you mark every error? None of the errors? Set individual student goals? Let your students know before the first paper is due. Then follow through. Remember that you only have a certain amount of time per paper, and deciding how you will spend that time before you begin will mean you don’t end up spending ten minutes perfecting the first paragraph.
7. Feedback. Provide a brief written comment at the end of the paper. Stress what the student has done well—as well as two or three areas for improvement. Deciding to limit the kinds of improvements needed to two or three will mean that the student is less overwhelmed. Some instructors find it helpful for their students if they provide oral feedback as well as written feedback. You may consider conferencing with your students after one or more of their major writing assignments. This does take a good bit of time.
8. Additional Support. Fortunately, you are not the only one at the University who is responsible for helping students become better writers. There are many additional support services. Ask students who are struggling to take advantage of the Sweetland Writing Center's services, which include Writing Workshop (daytime consultations with professional writing teachers), peer tutoring (evening consultations with upper-level undergraduates who have had training in peer tutoring), and an on-line writing and learning (OWL) service staffed by peer tutors.
9. Assignments. Keep in mind that the first step toward easier grading for you is to create good assignments. The better you frame the task for your students, the more success they will experience in their writing. Ask experienced instructors in your department for examples of successful assignments or look through various “readers” for ideas.
10. Grading to Death. You don’t need to grade every piece of writing done over the semester. In fact, it is usually more effective if you have both “high stakes” assignments and “low stakes” assignments. Assigning a mixture of, say, formal essays as well as journals and in-class writing can give your students more opportunities for success and mean less work for you. Employ a check, check minus, check plus system for “low stakes” writing. Or make a few comments or ask a question in the margins. Just let them know that they have an audience who is reading.