1. www.kent.ac.uk Using essay feedback to improve performance Unit for the Enhancement of Learning and Teaching

2. 2 2 The essay writing cycle Six stages - Understanding & defining the question Reading and research Planning Writing Editing ----------------------------------------- Analysing feedback

3. 3 3 Obtaining feedback Practicalities: Always make sure you collect your essays! Feedback is not just reading your mark on your VLE READ the comments Look carefully at the assessment grid

4. 4 4 Obtaining feedback Consult your marker/ module convenor to discuss your mark Use this engagement to explore ways of improving your work in the future Use office hours to contact staff Set up this meeting with a polite e-mail

5. 5 5 Responding to the marking criteria See Table 1 (Handout) Make sure you have read, discussed and understood core documents and websites your School Guide Module outlines Faculty handbooks/guides On-line referencing guidelines eg: http://www.kent.ac.uk/uelt/ai/styleguides.html

6. 6 6 Responding to the marking criteria Analyse comments and evaluations in the context of the marking criteria Where comments and evaluations are positive, reflection will be helpful - but not crucial E.g. “A strong introduction that sets up the main argument of your essay, and briefly introduces the important theoretical observations” + 1 ticked on assessment grid For this piece of work, it’s difficult to see how the introduction could be ‘improved’!

7. 7 7 Responding to the marking criteria Nonetheless, it’s important to learn from good practice Progress in assignments may be uneven If a future essay raised negative issues about the introduction, recollecting where you had been successful allows you to adjust and develop your writing skills

8. 8 8 Learning from feedback However, it’s most helpful to focus on areas for improvement Take a positive stance Try not to let disappointment cloud your judgement Let constructive self-criticism lead to an ‘action- plan’ for future assignments

9. 9 9 Learning from feedback Comments and evaluations will relate to 3 generic processes in writing essays - Preparation Planning Production These form a useful ‘taxonomy’ for classifying your feedback Taking them one by one, it’s possible to see the type of problem(s) that feedback identifies – and the possible solution(s) to the problem(s) These are all fairly typical problem areas at Stage 1!

10. 10 Learning from feedback: Preparation Comments and evaluations relate to problems with e.g.: The way the answer addresses the question Relevance and application of reading Range of reading material Missing/inaccurate in-text citations and references

11. 11 Learning from feedback: Preparation Solutions Deconstructing/understanding the essay title successfully Before you start reading and research, always define the title carefully

12. 12 Learning from feedback: Preparation At the start of the whole essay writing cycle, spend c 1 hour in concentrated thinking about the title Key words Key instruction words Key concepts Background and context Defining the question Producing an initial plan

13. 13 Learning from feedback: Preparation Reading defined against this Draw up a research plan based on your interpretation of the question Appropriate range of reading material Make sure you have a good mix of core texts, journal articles and www sources Be discriminating in your use of www sources, & evaluate www sources carefully - see http://www.vts.intute.ac.uk/detective/

14. 14 Learning from feedback: Preparation Active reading Survey your texts first With journal articles, use abstracts effectively Skim – scan – read for detail Read, think and evaluate before you start note taking

15. 15 Learning from feedback: Preparation Plagiarism-proof research trail Effective notes that retain bibliographical information + always identify/separate text from source material Make sure you record all reference information before you start reading Always separate your own paraphrases & summaries from source material How much should you actually quote?

16. 16 Learning from feedback: Planning Comments and evaluations relate to problems with e.g.: Focus on the question Interpretation of the question Integration of reading/research Uneven and unfocused direction and structure of the main argument

17. 17 Learning from feedback: Planning Solutions Relevance to question set Re-visit your initial plan Keep the essay question in front of you when you plan Think how your planning relates to the question Plan at two levels: Generic plans (mind map, brainstorm) + detailed plans (sections/paragraphs in sequence) Integration of reading/research In your detailed planning, embed citations from the start!

18. 18 Learning from feedback: Production Comments and evaluations relate to problems with e.g.: Structure and organisation Transitions between paragraphs Poor syntax and grammar ‘Clumsy’ and over-colloquial language Difficulty in following the direction of the main argument Embedding evidence

19. 19 Learning from feedback: Production Solutions: Structure Introduction + development (with signpost statements) + conclusion Have a clear sense of the overall structure of an academic essay Re-visit and carefully edit the introduction Make sure introductions and conclusions are not just ‘tacked on’ but integral to your argument Sentences Use clear sentences with a subject + predicate Beware of run-on sentences & sentence fragments Avoid overusing ‘and’ as a conjunction Understand the distinction between a comma and a full stop (period)

20. 20 Learning from feedback: Production Development paragraphs Make sure your development paragraphs are clearly structured Topic sentence Supporting sentences Evidence Evaluation of evidence Link to next paragraph

21. 21 Learning from feedback: Production Clarity of expression Formal academic register Leave time for proof-reading Avoid the First Person! (“I”) Learn from your reading Develop a specialised subject- specific vocabulary

22. 22 Learning from feedback: Production Embedding evidence/reading in a plagiarism-proof manner In-text citations + reference list Learn Harvard! Meticulous records in preparing and planning Clear preparatory notes Training in EndNote and RefWorks?

23. 23 Learning from feedback: Production Referencing that really supports your argument Don’t just ‘throw information at the topic’ Think about your in-text citations How do they support your argument? Plan your use of evidence

24. 24 Learning from feedback Think about keeping a simple learning journal You can keep a simple diary record that records your observations on each assignment You can attach your own comments to each assignment cover sheet You can review these comments before you start writing further assignments You can attach ‘action points’ You can use a simple template for your learning journal Example: on WebCT Think about using PDP to reflect on your learning - see http://www.kent.ac.uk/uelt/ced/themes/personal development/index.html

25. 25 Learning from feedback Working with others You can exchange marked scripts to compare feedback and learn with others Make sure you work with someone you trust Extend this to an informal study group if possible? Learning from feedback becomes a collective experience It allows for comparison of trends and patterns in students’ writing

26. 26 Learning from feedback Seminars following this lecture will allow you to look at Understanding essay titles Essay structure Paragraphs and sentences For further advice on all the study skill areas above, please contact your study support team eg www.kent.ac.uk/uelt/learning