Feedback as Teaching Praxis

In general, one learns to write more by doing than by being told what to do. I can’t simply tell you how to write and then you follow my directions because:

1) Learning to write is about learning a writing process, not producing a specific writing product

2) There is no single, “correct” writing process

3) There is no single, “correct” writing product

The point of a writing assignment is not for everyone to compose the exact same thing. The point of a writing assignment is that the writer develops original ideas, uses critical thinking processes to work through their ideas, and presents their ideas effectively to a specific audience.

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In your high school writing classes, you were likely asked to follow certain “formulas” for writing. Some common, high school writing formulas include the three-part thesis and the five-paragraph essay. However, these formulas are heuristics—imperfect approaches meant to be used as tools or shortcuts. High school writing instruction often relies on heuristics because they allow for easy instruction and they help students to succeed on standardized texts. However, the kind of writing necessary for success on the SAT or ACT is only one genre of writing. Writing at the college level demands that students move beyond simple heuristics to more sophisticated compositions across multiple, complex genres.

Therefore, I can’t just tell you how to write and then you do it; you will practice writing and then we will work on it.

The beginning of the semester will include much more direct, ‘traditional’ instruction and low-stakes assessment (such as reading quizzes). As the semester progresses, you will do more and more active learning—learning by doing.

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