1. The Genre of the End Comment: Conventions in Teacher Responses to Writing by Summer Smith

2. The Study… First sample: First sample: –208 end comments from 10 teach assistants at Penn State –Papers from 1993 of students in the university’s first-year composition and rhetoric courses –Grades from A through F Second sample: Second sample: –105 end comments from 1983-1985 –From teachers at various universities of various sizes in every region of the U.S.

3. The Study… Smith read the 313 comments and identified: Smith read the 313 comments and identified: –Primary genre –Order in which primary genres appear –Grammatical subject and mood of each primary genre Then she evaluated the comments and considered alternative patterns Then she evaluated the comments and considered alternative patterns

4. Primary Genres 16 primary genres that fall into 3 groups: 16 primary genres that fall into 3 groups: –Judging genres –Reader response genres –Coaching genres “A primary genre may consist of several sentences, a single sentence, or simply a phrase or fragment” (252). “A primary genre may consist of several sentences, a single sentence, or simply a phrase or fragment” (252).

5. Table 1. Frequencies of Primary Genres in Sample. Primary Genre Total Number in Sample ----------------------------------------------------------------------------------------- Judging Genres Evaluation of development 199 Evaluation of style 118 Evaluation of the entire paper 106 Evaluation of focus 105 Evaluation of effort 96 Evaluation of organization 88 Evaluation of rhetorical effectiveness 82 Evaluation of topic 63 Evaluation of correctness 52 Evaluation of audience accommodation 51 Justification of the grade 48 Reader Response Genres Reading experience 67 Identification 43 Coaching Genres Suggestion for revision of current paper 155 Suggestion for future papers 88 Offer of assistance 37

6. Judging Genres The majority (11) of primary genres falls into this commenting style The majority (11) of primary genres falls into this commenting style Can express positive or negative message Can express positive or negative message –5 genres are generally positive –2 are generally negative –4 neutral Genres of topic, effort, and the paper as a whole are positive 80-85% of the time Genres of topic, effort, and the paper as a whole are positive 80-85% of the time Genres of correctness and grade justification are generally negative Genres of correctness and grade justification are generally negative

7. Reader Response Genres 2 primary genres: 2 primary genres: –Reading Experience Generally rare in end comments because teachers tend to write their personal reactions and thoughts in the margins throughout the paper Generally rare in end comments because teachers tend to write their personal reactions and thoughts in the margins throughout the paper Readers’ thoughts serve to remind students that their words have effects Readers’ thoughts serve to remind students that their words have effects –Identification Response to the student’s personal experiences rather than the student’s writing Response to the student’s personal experiences rather than the student’s writing Rare (1 in every 8 comments) attempts to truly connect with student Rare (1 in every 8 comments) attempts to truly connect with student Example: “I have to congratulate you on your acceptance to the baseball team. I admire you because baseball will certainly require a large athletic commitment in addition to all other academic pressures” (257). Example: “I have to congratulate you on your acceptance to the baseball team. I admire you because baseball will certainly require a large athletic commitment in addition to all other academic pressures” (257). Comments intended to “establish a more personal connection with the student and demonstrate the effects of words on readers” (257) Comments intended to “establish a more personal connection with the student and demonstrate the effects of words on readers” (257) –Smith wants to increase the use of both reader response genres in order to end the impersonality of end comments

8. Coaching Genres 3 primary genres: 3 primary genres: –Revision suggestions for current paper Frequently are indirect evaluations, which can cause student to see revision as a punishment and the teacher as a dictator rather than a coach Frequently are indirect evaluations, which can cause student to see revision as a punishment and the teacher as a dictator rather than a coach –Suggestions for future papers –Offers of assistance 68% comments come in the form of a command, which gives the teacher a power role over the student 68% comments come in the form of a command, which gives the teacher a power role over the student Often uses questions to provoke students’ thought and push them in the “right” direction Often uses questions to provoke students’ thought and push them in the “right” direction These 3 genres all put the burden of responsibility on the students who must accept or reject suggestions and offers of assistance, which can lead to intimidation. These 3 genres all put the burden of responsibility on the students who must accept or reject suggestions and offers of assistance, which can lead to intimidation.

9. Patterns Teachers typically use the same 4 or 5 primary genres of their choice in their end comments Teachers typically use the same 4 or 5 primary genres of their choice in their end comments “The resulting secondary genre usually begins with positive evaluation, moves to negative evaluation and coaching, and ends either with coaching or positive evaluation” (261). “The resulting secondary genre usually begins with positive evaluation, moves to negative evaluation and coaching, and ends either with coaching or positive evaluation” (261).

10. Conclusion “…most elements of the end comment genre are relatively stable across time and place” (266). This stability is the true danger in creating ineffective end comments: “…most elements of the end comment genre are relatively stable across time and place” (266). This stability is the true danger in creating ineffective end comments: –Teachers write comments that they think they are expected to write, which become repetitive and ineffective –Students may notice the conventionality of the comments and thus disregard the comments altogether

11. Smith’s Suggestions To guard against the weakening of their positive evaluations, teachers should: To guard against the weakening of their positive evaluations, teachers should: –Follow a positive response with a coaching or reader response comment rather than moving into negative statements –Strive to give positive and negative feedback on each topic (focus, grammar, etc) rather than, after a compliment, moving on to a different, negative aspect of the paper. This would also, Smith says, cause students to accept praise more willingly 50% of comments end with a positive evaluation, and according to Smith, this final comment may seem more significant to the student than the first positive comment because a positive first comment has come to be expected 50% of comments end with a positive evaluation, and according to Smith, this final comment may seem more significant to the student than the first positive comment because a positive first comment has come to be expected For coaching genres: For coaching genres: –Suggest that students have the choice of whether or not to meet with the teacher –Provide specific guidance in suggestions rather than indirectly stating evaluations in question or command form