A Few Thoughts on Providing Written Comments on Student Work

By: Professor Luellen Curry

As a Legal Writing professor, commenting on student papers is one of my primary tasks. It is an essential teaching tool, but not one that always comes easily or naturally. I’ve found over the years that it has been a continual learning experience for me, one that I hope has resulted in improvement over time.

I’d like to share a few insights on commenting. I’ve gleaned many of these from colleagues; others I’ve developed through trial and error. Note that effective commenting can not only take the form of written comments delivered either electronically or on a hard copy, but also live feedback delivered during a student conference. It is even possible now to combine written and verbal feedback, as Professor Abigail Perdue interestingly described in Listen Up: The Advantages of Audio Commenting. My focus in this post is on written comments, but some of the advice translates to live verbal feedback as well. Continue reading “A Few Thoughts on Providing Written Comments on Student Work”

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Listen Up: The Advantages of Audio Commenting

By: Professor Abigail L. Perdue 

One of the most surprising things about teaching is that each new semester brings entirely new challenges. Just when you think you’ve finally mastered the craft, Life throws you a curveball to keep you on your professional toes.

I experienced one such curveball this semester when I began experiencing persistent discomfort in my wrists and fingers, which often made typing onerous and even painful. As a Professor of Legal Writing, this pain simply wouldn’t do because I must provide oral and written feedback on multiple written exercises for my three classes and 50+ students throughout the term, not to mention the countless emails I must draft on a near daily basis or the book manuscript I’m currently trying to complete. Continue reading “Listen Up: The Advantages of Audio Commenting”

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Tiny Dancer, Big Lesson

By: Professor Abigail Perdue

I’m a dancer . . . or at least I was. From the age of five until I entered college, I took one or more dance lessons per week, performing in recitals, talent shows, and later, competitions.

Dance taught me many lessons that have proven critical to my professional and personal success. My first major recital was particularly formative. I danced for the most prominent studio in our very small town. The studio owner required every group to rehearse its number in full costume the day before the big event. Continue reading “Tiny Dancer, Big Lesson”

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Speed Editing

By: Abigail Perdue

“I feel the need . . . the need for speed.” – Top Gun

Apparently fictional fighter pilots and forward-thinking Jewish rabbis have that in common. The widespread modern phenomenon of speed dating purportedly began in the late nineties when an innovative Jewish rabbi organized the first speed dating event as an efficacious way for busy Jewish young professionals to meet and mingle (Kennedy 2013).

Speed dating soon became so popular that its model was exported to the business world. Speed mentoring events sprang up across the country, and after attending a particularly impactful one, I brainstormed how to implement “speed editing” in my writing classes. Speed editing simultaneously achieves multiple learning goals from encouraging collaboration to demonstrating how to work effectively under tight time constraints. It teaches students how to thoughtfully give and receive constructive feedback and further hones their editing and oral communication skills. Here’s how it works.

As our time on an assignment module draws to a close, I provide a brief overview of the effective editing techniques we have already discussed and then dedicate the remainder of our 1.5 hour session to speed editing. This generally occurs in one of two ways, each of which I will discuss below.
Continue reading “Speed Editing”

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