First, let me say that ICON provides a very good teacher-to-teacher interface. I've gotten many good tips from people whose faces I can't quite place, and I have seen questions being resolved extraordinarily quickly.
I'd like to think that ICON enables us to facilitate student learning, too, particularly by taking some of the personality out of the mix. That idea probably seems odd coming from someone like me (shy, reticent, hard to fathom), but "hear" me out.
Judging from my students' e-mails, office visits, and apparent desire to lope across fields to greet me, I'd say they like me and find me accessible. They know I'm quick on my feet and enjoy a good joke--even at my own expense. In other words, they respond to me; and that's great during class sessions. But if they are writing to me, they may be modulating their authorial voices to blend with their perception of mine. And that's not so great. . .because they should be developing their own. This is a great time for them to do that while learning to channel their voices in keeping with various course guidelines.
When my students submit an assignment to TOPIC, they don't know who might be grading it. In some ways, that's a good thing: because the reader/grader is anonymous, the students are less tempted to play to me and more likely to play it straight. On the other hand, students compare notes about grading feedback. . .and then the trouble begins. Student A receives "I see a number of sentence fragments and dangling modifiers in this assignment. Here are some examples [insert sample incriminating evidence here]. Please have a look at Handbook pages xx and yy." Meanwhile, Student B--whose work is of roughly equal quality--receives "Your assignment is littered with sentence fragments [insert each and every example here], dangling modifiers [again, every example], comma splices [evidence], run-on sentences [evidence], and numerous misplaced commas [damning evidence]. You need to review the following 85 pages in your Handbook, and why don't you buy a dictionary the next time you're out?" Both students' assignments have been awarded a 79. And then there's Student C, whose paper also receives a 79. . .supported by numerous "you're so great"-isms.
I exaggerate, of course, but you get my point. After talking amongst themselves, these students wonder why the heck one 79 gets a "great job" while another gets a "your writing needs serious work." Student A knows his/her assignment was graded by a genius, Student B thinks his/her assignment has been graded by the Grammar Gorgon, and Student C wonders why his/her work is graded by someone typing out of both sides of the keyboard (if you will).
Meanwhile, back in Document Instruction, we're left to wonder: Did we redirect Student A without crushing his/her spirit? Does Student B realize that we've marked every error so that he/she knows what to study, but that we haven't lowered the grade to reflect the full gamut of errors? Will Student C recognize that we care about him/her but would like to see greater effort? Are we helping them? I'm concerned that, in many cases, the answer is "no."
If we really can norm, then that "no" may change to "yes." But the message must be consistent: if we all say different things, we send mixed signals. And when a group includes CIs with widely-varied perspectives, norming will be difficult to achieve.
As for our document instruction simulating writing center instruction, I really don't know. I have no first-hand experience in that arena. Perhaps if the writing center is online, the effect is similar--but only if the student has a different tutor for each session. However, I would expect that face-to-face sessions would facilitate student and tutor reactions to nonverbal communication. . .the uncomfortable shift in the chair, the blank stare, the tightened lips, the big grin, the unmistakable "OH" on either side of the table. . .and adjust accordingly. Again, I have not worked in a writing center. What I can say with certainty is this: I met with one of my students on Friday concerning his Brief No. 1. All of those points he didn't get from my comments (via TOPIC) were perfectly clear to him when I could direct his attention back and forth between the article, the handbook, and his summary. What I said didn't change; but the visuals bridged the gap.
So how do we bridge the gap online? Hypermediate DI comments with links to articles and Handbook?
Thus spake the tyro.
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2 comments:
Well, I felt that ICON/TOPIC allows the students voice come through without too much bias from the instructor. I don't think though that you can ever truly avoid influencing a students writing/learning, no matter how hard you try. Honestly, you and I have the opinions that we have because we had those teachers that influenced us. It applies to all. It's not a bad thing, not always good I agree, but like I said unavoidable.
In my blog I did mention that having that mixed audience, not knowing what was coming at me, was very disconcerting at first. However, personally I believe that it is a better system because it pushes the student. It also makes them realize that their audience in the real world is that diverse. Sometimes they will have that person that praises them to the heavens, and occasionally the one that will rip them a new one. From personal experience though, I must say that the graders need to have a standard that they will adhere to and attempt to stay within those guidelines.
Cathy,
I really like what you said in the blog. You are right in saying that students tend to write for their instructors. Over the years, I have even told them to be prepared when they reached "the next level" because they would have to figure out what the professor wanted in writing style. TOPIC does take that personal audience out of the mix. However, I find it difficult to fully express to the students what I want to say about their assignments. I am writing A LOT on their comments and giving examples because I want it to be crystal clear to them. I am such a verbal (and dramatic)person (much like the author of this blog!) that I am having a hard time conveying everything I want to say to them through the computer.
Keep up the great work!
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