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Pennington Publishing Writing Programs Integrated Writing and Grammar.

In this article I’l demonstrate how to use the newest version of the Google Classroom Comment Bank to insert writing feedback into your students’ Google docs and slides. I’ll also save you some frustration by giving you a “heads up” about some of the problems you’ll encounter when setting up and using the Comment Bank.

Creating the Google Comment Bank

After opening a student assignment in Google Classroom, click the Comment Bank icon in the upper right corner. The Google Comment Bank is empty, so teachers will need to type in their own comments or copy and paste a list of comments. Unfortunately, Google Classroom only provides one Comment Bank, so think about which comments you plan to use for all of your assignments and classes before you fill up the bank.

If you’re thinking of inserting a number of comments, take the time to organize and group the comments before you copy and paste, because the Comment Bank display won’t sort or order those comments for you. And don’t waste any of your time formatting your list. They paste as unformatted into the Google Comment Bank and Google permits only minimal formatting once the comments are entered.

Inserting Comments from the Google Comment Bank

So once you’ve got some comments stored in the Google Comment Bank, you’re ready to annotate your student’s essay. When you find a writing issue to address, double click or highlight the word or section and search up and down the comment bank for the comment you wish to insert. Click on the comment; click on “Copy to Clipboard,” click on the comment box, type Control-v to paste the comment; click outside the box; and click the comment button. Voila! The selected comment appears in the Google comment box in the right margin. If you were counting, it took eight separate clicks to insert one comment. Not great, but probably faster than red-inking the same comment on a student’s paper.

You’ll notice that scrolling up and down to find the comment you want to insert can be time-consuming and frustrating if you have more than a few comments in the bank. Google tries to solve this problem by providing an alternative method for selecting comments: a key word search in the comment box.

Here’s how you use this method: Type in a hashtag followed by a key word from the comment you are looking for, a list of comment options pops up. Of course, before you use this method, you’ve got to know which comment you want to use and what it says in order to type in the key word. Often, you’ll wind up trying a few key words to narrow down the comment choices before you find the right one, especially because your writing comments tend to use many of the same words. Playing the search for the right comment game does get old very quickly, but it works better than scrolling up and down the Comments Bank display. Unfortunately, it still takes seven clicks to insert a comment with this method.

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To improve writing feedback and integrate writing and grammar in step-by-step programs, check out Pennington Publishing. View entire programs and test-drive our free resources.

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SACRAMENTO, CA 7/15/19

Pennington Publishing has just released its free e-Comments Chrome Extension. With the free e-Comments Chrome Extension,  teachers and workplace supervisors insert hundreds of customizable Common Core-aligned comments, which identify, explain, and show  how to revise writing issues, with just one click from the e-Comments menu. Comments don’t simply flag errors or suggest revisions; these comprehensive comments help students learn. Teachers can add their own comments to the menu, including audio, video, and speech-to-text. Includes separate comment banks for grades 3-6, 6-9, 9-12, and College/Workplace.  Save time grading and provide better writing feedback with the free e-Comments Chrome Extension.

Announcing Pennington Publishing’s e-Comments Chrome Extension release party! You’re invited to add this time-saving extension to help you cut your grading time in half for stories, essays, and reports while providing better writing feedback. Check out the introductory video and add this free extension to your Chrome toolbar: e-Comments Chrome Extension.

With this extension you can automatically insert over 200 canned comments from each of four different comment levels into Google docs and slides with just one click from our pop-up e-Comments menu. Each instructional comment identifies, explains, and shows your writers how to revise a specific writing issue. These comments don’t simply flag errors or suggest revisions, they help your writers learn.

e-Comments Press Release

FAQs:

Can I edit these comments? Yes, they are customizable.

Can I add, format, and save my own custom writing comments to the e-Comment menu? Yes.

Can I record audio comments? Yes.

Can I record video comments? Yes, just make sure your hair isn’t out of place.

Can I use speech to text? Yes, save time typing personalized comment additions.

Can I hold writers accountable for reading the comments and revising their work? Yes, check out the video to see how.

The four insertable comment sets (Grades 3‒6, Grades 6‒9, Grades 9‒12, and College/Workplace) feature writing format and citations, essay and story structure, essay and story content analysis, sentence formation and writing style, word choice, grammar, and mechanics. Each of the comment sets is printable and you can easily switch back and forth in the e-Comments menu. Writers can ask questions and you can reply in the comments section. Comments are aligned to the Common Core Anchor Standards for Writing and Language and include plenty of positive and constructive feedback.

The one-page Quick Start User Guide and video tutorial will get you grading or editing in just minutes. No time-consuming and complicated multiple clicks, dropdown menus, or comment codes, and the comments are automatically saved to the cloud and sync to multiple devices. This program is intuitive and user-friendly. Tell your colleagues about this free time-saving extension!

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Why not use the same language of instruction as the e-Comments program for program instruction? Mark Pennington is the author of TEACHING ESSAYS BUNDLE, Teaching Grammar and Mechanics, Differentiated Spelling Instruction, and the Common Core Vocabulary Toolkit.

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Pennington Publishing Writing Programs Integrated Writing and Grammar.

Many teachers and professors take pride in red-inking student essays: the more ink the better. Some shift the burden of marking grammar and mechanics errors onto readers or grad students, while retaining the job of marking and grading content, argument, and evidence. Some “grade” essays without comments by using holistic or analytical rubrics, but do not mark papers. Others latch onto familiar excuses: the subjective nature of essay grading, the lack of time, the lack of student writing skills and conveniently avoid the work altogether by giving objective exams.

For those who still assign writing process essays and/or essay exams and believe that students can and do benefit from comments, the question of How Much and What to Mark on Essays is relevant. Working smarter, not harder and focusing on efficiency and outcomes over pedagogical purity are worthy mantras for effective writing instruction.

How Much to Mark on Essays

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• There is no significant statistical difference in the overall quality of student writing between teachers who mark all mistakes and teachers who mark only a few of the mistakes (Arnold 1964).
• Both Harris (1978) and Lamberg (1980) found that voluminous essay comments do not improve student writing.
• Shuman (1979) found that most students respond effectively to no more than five error corrections per paper.
• Dudenhyer (1976), Beach (1979), Harris (1978), Thompson (1981), and Moore (1992) found that marks on final drafts have little impact on subsequent writing.

In sum, less is better than more, especially on final drafts or essay exams. Moreover, focusing on reader response is essential. In other words, how much the student will absorb and apply.

What to Mark on Essays

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1. Concentrate on Status Errors

Maxine Hairston (1981) suggests that certain errors are perceived as higher status than others. Hairston found that these errors were seen to be more egregious by most teachers: nonstandard verb forms, lack of subject-verb agreement, double negatives, objective pronoun as subject. Other errors are perceived as low status and may not warrant marking: unnecessary or inaccurate modifiers, use of a singular verb with data, use of a colon after a linking verb.

2. Used Focused, Specific Feedback

Use focused, not unfocused feedback. “Focused corrective feedback was more useful and effective than unfocused corrective feedback” (Sheen, Wright, and Moldawa 2009).

When students receive feedback while they are writing, “they are more inclined to use it to revise and edit their drafts than they would be if they received the suggestions on a graded, polished copy” (Nicol, D.J., & Macfarlane-Dick, D. 2006).

3. Use a Variety of Writing Feedback Modes

Not every student responds the same to writing feedback. Some prefer written feedback; others auditory, and still others respond best to visual feedback, such as video conferencing. Adding a variety of writing feedback modes will address learning preferences.

Dr. Martha Marie Bless found a statistically significant difference in the amount and quality of student revisions and skill acquisition in favor of the audio comments (Walden University 2017).

4. Do Mark Writing Errors; However

Instead of marking and explaining every writing error, Peterson suggests “… identifying patterns of convention errors, rather than every error in the paper. Students are more likely to learn how to use a convention correctly if they attend exclusively to that type of error when editing their writing” (2008).

5. Mark and Explain Teachable Errors

Teachers tend to mark errors and comment on content or process. Instead, writing researchers suggest that teachers should comment on both. Choosing to concentrate on errors that can be easily explained to the student with the greater likelihood of producing positive transfer to subsequent writing assignments just makes sense. For example, errors in speaker tag commas can be easily remediated because the rules are relatively unambiguous; errors in commas isolating dependent clauses are harder to remediate because the rules are more ambiguous and context dependent.

Students are likely to attend to and appreciate feedback on their errors, and this may motivate them both to make corrections and to work harder on improving their writing. The lack of such feedback may lead to anxiety or resentment, which could decrease motivation and lower confidence in their teachers” (Ferris, D. R. 2004).

6. Maintain a Balance between Error Correction and Writing Analysis

Writing researchers suggest striking a balance in essay response between error correction and writing content/evidence/argument analysis.

Following are key elements of writing discourse for writing teachers to keep in mind to strike this balance:

• Essay Organization and Development (Introduction, Body, and Conclusion)
• Coherence
• Word Choice
• Sentence Variety
• Writing Style
• Format and Citations
• Parts of Speech
• Grammatical Forms
• Usage
• Sentence Structure
• Types of Sentences
• Mechanics
• Conventional Spelling Rules.

7. Differentiate and Individualize Assessment-based Instruction

Writing feedback catered to the needs of the individual students is highly effective. Knowing the relative strengths and weaknesses of individual student writers should guide the teacher’s comments. Two data sources are integral to effective writing instruction: diagnostic assessments and frequent student writing. The former affords the teacher quantitative data, while the latter provides qualitative data. Each is useful.

For Further Study

1. The Power of Feedback by John Hattie and Helen Timperley, in Review of Educational Research 77 (March 2007): 81-112.
2. Seven Keys to Effective Feedback by Grant Wiggins in Educational Leadership 70.1 (September 2012): 10-16.

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To improve writing feedback and integrate writing and grammar in step-by-step programs, check out Pennington Publishing. View entire programs and test-drive our free resources.

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Pennington Publishing Writing Programs Integrated Writing and Grammar.

Conscientious teachers know that merely completing a holistic rubric and totaling the score for a grade is not effective essay response or writing assessment. Teachers may choose to grade and/or respond with essay comments after the rough draft and/or after the final draft. Using the types of comments that match the teacher’s instructional objectives is essential. Additionally, keeping in mind the key components of written discourse can balance responses between form and content. Finally, most writing instructors include closing comments to emphasize and summarize their responses.

Of course, the real world problem that conscientious teachers face is time. Responding to multiple drafts with effective writing feedback is time-consuming and, at times, mind-numbing.

Writing instructors classify the types of essay comments as following: corrective, directive, and facilitative responses.

Corrective responses are copy edits. Using proofreading diacritical marks, abbreviations, or short phrases, teachers identify mistakes in syntax, usage, mechanics, and spelling. Some teachers simply mark errors; others provide more prescriptive comments as to what is wrong and why it is wrong, and how to correct the writing issue.

Directive responses deal with both form and content. With directive responses, the teacher gives specific direction to the writer. The goal is to provide expert advice to the writer. For example, “Your thesis does not respond to the writing prompt. Re-read the writing assignment and re-write your thesis statement to specifically address the writing task.” Generally, directive response is used with matters of structure and writing style.

Facilitative comments also deal with both form and content. Using the Socratic model, comments are worded as thought-provoking questions. The goal is to make the writer responsible for writing decision-making. For example, “Is there a different type of evidence that would help to prove your point?” Generally, facilitative response is used to respond to the content and/or argument of the essay.

Writing instructors classify the key components of writing discourse as following: Essay Organization and Development (Introduction, Body, and Conclusion), Coherence, Word Choice, Sentence Variety, Writing Style, Format and Citations, Parts of Speech, Grammatical Forms, Usage, Sentence Structure, Types of Sentences, Mechanics, and Conventional Spelling Rules.

Many teachers use these components in holistic or analytical rubrics and provide separate evaluation for each.

Closing comments are usually used to personalize the overall writing comments. Closing comments may summarize the essay comments, emphasize a positive or negative in the writing, refer to the writer’s progress, provide brief praise or encouragement, or assign the overall grade

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To improve writing feedback and integrate writing and grammar in step-by-step programs, check out Pennington Publishing. View entire programs and test-drive our free resources.

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Ever feel like a talking stuffed animal? Pull the cord and get one of thirty pre-recorded comments: “Needs more evidence.” “Your thesis statement does not respond to the prompt.” “Subject-verb agreement problem.” Instead of talking stuffed animals, teachers use their favorite red pens. Every teacher of writing knows what I’m talking about. The common student writing errors…

Wouldn’t it be wonderful if teachers could type and save their commonly-used “canned” writing comments to automatically insert into student essays without all the bother of copying and pasting? What a time-saver this would be! It’s easily done and you have the tools you need right on your desktop or laptop in Microsoft Word®. Plus, you don’t have to be a computer programmer to get the job done. Read more…

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It’s a relatively easy task to criticize any measure of writing assessment. This is my chore in What’s Wrong with Holistic Rubrics. However, it’s a much more challenging task to advocate in favor of a specific writing measurement. That is my chore in a related article: “Analytical Rubrics.”

Let’s start with a brief definition: A holistic rubric is a criterion-referenced assessment that is often used to evaluate writing. The writing is assessed according to a set of criteria. Unlike analytic rubrics, the criteria in holistic rubrics are grouped and not separated into discreet writing tasks. Thus, multiple components are grouped by a defined category and are considered as a whole.

Holistic rubrics have two basic features: 1. the writing category 2. the numeric levels of performance.

Holistic rubrics are used to assess writing by the SAT®, ACT®, state standards tests, by many college admissions counselors, and by most teachers. If everyone is using them, they must not be that bad. Read more…

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Thought I’d share how I started using computers to grade essays and offer fellow teachers a great resource to provide better essay response and cut grading time by half. Years ago I played around with the Insert Comments feature of Microsoft Word® and learned how to put in and format the bubble comments. I started using these comments to respond to and grade student writing submitted by email. At first, I only assigned a holistic rubric score, made a few comments, and patted myself on the back for learning how to insert audio files for brief summary responses. Students loved this paperless process. Read more…

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Teachers use both holistic and analytical rubrics (some say analytic) to assess student writing. Of the two rubrics, analytical rubrics offer both teachers and students much more to work with to improve student writing. Holistic rubrics are fine for quick overviews and are the staples of performance-based standardized tests, such as the SAT®; however, they serve little instructional purpose. Check out What’s Wrong with Holistic Rubrics for more.

Let’s start with a brief definition: An analytical rubric is a criterion-referenced writing assessment. In other words, a student’s writing is assessed according to a pre-determined set of criteria. Unlike holistic rubrics, the criteria in analytical rubrics have been separated into discreet writing tasks.

Analytical rubrics have two basic components: 1. the specific writing tasks 2. the numeric levels of performance. For each of the Common Core State Standard essays in my TEACHING ESSAYS BUNDLE curriculum, I add columns for diagnostic, formative, and summative scoring, as well as one column for a response checklist and one column for a revision checklist.

Five Reasons Why Analytical Rubrics Are Helpful

1. Differentiated Instruction

As in the example above, the rubric can serve as diagnostic and formative assessment to enable the teacher to differentiate instruction. Charting these assessments on whole class recording matrices can help the teacher group students for efficient instruction, such as mini-lessons, or assign individual worksheet practice to help students master and apply writing skills.

2. Progress Monitoring

Because analytical rubrics isolate discreet writing tasks that are components of different writing assignments, performance level data can be charted on Recording Matrix from one writing assignment to the next. These data can be analyzed by class and individual performance and serve as progress monitoring.

3. Student Involvement

Analytical rubrics provide road maps for student writers to follow. Specific expectations are set at the beginning of the writing assignment. As in the example above, students can complete peer response checklists on each writing task and then use the revision checklist to respond to the teacher’s diagnostic assessment and/or the peer response.

4. Flexibility

Analytical rubrics allow the teacher to assess parts of a student writing assignment and not have to grade each writing task. Examples: A teacher might choose to assign an on-demand timed writing and then diagnostically assess and record levels of performance on variety of evidence. A teacher might choose to have a reader or parent assess and record levels of performance on spelling, punctuation, and citation format. A teacher might choose to work with colleagues in a read-a-round, with each colleague assessing a different set of writing tasks.

5. Language of Instruction and the Writing Process

Analytical rubrics provide the feedback that writers, peers, parents, and teachers need to discuss each writing task throughout the steps of the writing process. These specific writing tasks help students and teachers plan, draft, revise, edit, and publish their writing.

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TEACHING ESSAYS BUNDLE

The author’s TEACHING ESSAYS BUNDLE includes the three printable and digital resources students need to master the CCSS W.1 argumentative and W.2 informational/explanatory essays. Each no-prep resource allows students to work at their own paces via mastery learning. How to Teach Essays includes 42 skill-based essay strategy worksheets (fillable PDFs and 62 Google slides), beginning with simple 3-word paragraphs and proceeding step-by-step to complex multi-paragraph essays. One skill builds upon another. The Essay Skills Worksheets include 97 worksheets (printables and 97 Google slides) to help teachers differentiate writing instruction with both remedial and advanced writing skills. The Eight Writing Process Essays (printables and 170 Google slides) each feature an on-demand diagnostic essay assessment, writing prompt with connected reading, brainstorming, graphic organizer, response, revision, and editing activities. Plus, each essay includes a detailed analytical (not holistic) rubric for assessment-based learning.

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