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5 letter answer(s) to student's assignment

• a tentative attempt
• an analytic or interpretive literary composition
• make an effort or attempt; "He tried to shake off his fears"; "The infant had essayed a few wobbly steps"; "The police attempted to stop the thief"; "He sought to improve himself"; "She always seeks to do good in the world"
• prototype of a proposed postage stamp
• put to the test, as for its quality, or give experimental use to; "This approach has been tried with good results"; "Test this recipe"

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Crossword Solver > Clues > Crossword-Clue: Ongoing

ONGOING Crossword Clue

• ingoing (85.71%)
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• for Longing (71.43%)
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• Former partners' ongoing fight? (63.88%)
• Eye longingly (60.1%)
• Feel longing for (60.1%)
• Feels longing (60.1%)
• Ongoing saga
• Ongoing drama
• Ongoing shows
• Ongoing Story
• Ongoing dispute
• Ongoing quarrel
• Ongoing stories
• Ongoing trouble
• Ongoing TV show

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STUDENT'S ASSIGNMENT Crossword clue

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STUDENT'S ASSIGNMENT Crossword puzzle solutions

3 Solutions - 0 Top suggestions & 3 further suggestions. We have 3 solutions for the frequently searched for crossword lexicon term STUDENT'S ASSIGNMENT. Furthermore and additionally we have 3 Further solutions for this paraphrase.

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We have 3 solutions to the crossword puzzle STUDENT'S ASSIGNMENT. The longest solution is HOMEWORK with 8 letters and the shortest solution is ESSAY with 5 letters.

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Clue: Art student's assignment

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• Type of painting
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Recent usage in crossword puzzles:

• Newsday - Sept. 4, 2014

Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

‘I No Longer Give Grades on Student Writing Assignments, and It’s the Best Thing Ever!’

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(This is the third post in a five-part series. You can see Part One here and Part Two here .)

The new question-of-the-week is:

How do you get students to want to revise their writing?

In Part One , Melissa Butler, Jeremy Hyler, Jenny D. Vo, and Mary Beth Nicklaus shared their recommendations. All four were guests on my 10-minute BAM! Radio Show . You can also find a list of, and links to, previous shows here.

In Part Two , Matthew Johnson, Emily Phillips Galloway, Robert Jiménez, Holland White, Joy Hamm, and Alexandra Frelinghuysen offered their commentaries.

Today, Alexis Wiggins, Keisha Rembert, Alicia Kempin, Sara Holbrook, and Michael Salinger contribute their ideas.

“Publishable” and “Not Yet Publishable”

Alexis Wiggins has worked as a high school English teacher, instructional coach, and consultant. Her book, The Best Class You Never Taught: How Spider Web Discussion Can Turn Students into Learning Leaders (ASCD), helps transform classrooms through collaborative inquiry. Alexis is currently the English Department chair at the John Cooper School in The Woodlands, Texas. You can contact her or sign up for her newsletter :

That is the $64,000 question. For much of my career, I’ve prided myself on assigning engaging writing assignments that students will want to write and revise with enthusiasm. At least that is what I’ve told myself. But is enthusiasm the same thing as making all the students revise? Most people would say it is not.

Years ago, I tried my hand at something very different, something that aimed for enthusiastic, student-driven revision. I was inspired by an idea I got from my father, education reformer Grant Wiggins, who referenced a university professor that never gave grades on his writing rubrics but instead assigned one of two categories: “Publishable” and “Not Yet Publishable.”

I knew for high school students, I would need more detail and scaffolding to help them make sense of a new kind of assessment and feedback, so I built a more comprehensive rubric and added a third column called “Revisable.” I told my students that “Publishable” was A work, “Revisable” was anywhere between a B+ and a D-, and “Redo” had just completely missed the mark because the assignment had not yet been fulfilled. I allowed my students to revise their papers as many times as they wanted to until they reached “Publishable” status and was fascinated with the results. My students largely worked their tails off to eventually move from the “Revisable” column to the “Publishable” column. The downside? It was killing me .

I couldn’t handle the volume of revisions I was confronted with and the amount of comments I had to write out on every single draft submitted to provide adequate feedback to help students revise and improve. As a result, I abandoned the practice after one year.

But a decade has passed since then, and I have spent much of those 10 years working on developing assessment criteria and rubrics at the schools. In recent years, I’ve suspected that with more targeted work on standards-based rubrics, this revision system could be more manageable and highly beneficial to students.

Instead of spending hours writing out comments or correcting student errors, the rubrics themselves are designed backwards from the end goal: persuasive, eloquent use of language and argument. With the specific criteria spelled out clearly on the rubrics, I only have to check the category it falls into under each standard (Publishable, Revisable, and Redo) and leave a quick note as to what the student can do to revise and strengthen that criterion if not yet Publishable.

I might add some additional marks on the paper itself, but these are now minimal thanks to the targeted rubrics. I experimented this past year with my senior Film and Composition class, a yearlong English course that I teach by myself and found my grading time was greatly reduced, even as the volume of submissions increased.

The rubric I designed is detailed and specific to my class—it may not be the right rubric or standards for you—but I believe the principles behind it can be applied successfully to other classes and age groups.

The key idea here in my “Wiggins Assessment Method” is that students never receive a grade on any assignments; they only ever get “Publishable,” “Revisable,” or “Redo” on their rubrics, and at the end of their semester, their grade is determined by a breakdown of how many assessments are in each of those categories (these details are spelled out on the back of the rubric linked above). They can revise as many times as they would like to before a clearly communicated due date near the end of each semester. For example, if they have three publishable and two revisable assignments by the end of the semester, their grade is an A-. If they want to do better, they keep revising up until the final deadline before the semester’s end.

The results with this standards-based rubric and more targeted feedback process? The best system I have ever experienced in my 20-year career, hands down.

I used to dread grading papers. Dread, loathe, and avoid. Now, with such a detailed, pared-down rubric, my grading time has been cut in half. The rubric does most of the work for me, and office hours take care of the rest.

The reason I most dreaded grading before wasn’t so much the time commitment as the fear of how a student would respond emotionally to the grade I gave them. With my new assessment method, there are no more fraught emotions because there are no grades on individual assignments. We just look at the work together and discuss what changes are necessary to get the work “Publishable.” Sometimes students are satisfied with their progress and decide to stop revising before the assessment is “Publishable,” allowing them to better own their process and choose the final semester grade they are comfortable with.

Students have reported nearly unanimously in surveys that they have improved, wanted to revise their work, and paid attention to teacher feedback more than ever with this new system. Nineteen out of 20 of my students said this was the best style of assessment they had ever experienced and that all teachers should use it. They note that it allows them to be in control of their grades, their revision process, and their learning overall. Repeatedly, students commented on how this system reduced their stress level while increasing their learning and growth.

I’m a convert; I’ll never go back to teaching Film any other way, and I hope to try this method with other age groups soon. I can honestly say that with this method, I actually look forward to grading my students’ papers, and they are motivated to keep improving their writing entirely on their own. Win-win.

My summary: “I no longer give grades on student writing assignments, and it’s the best thing ever!”

“We revise pieces of my work together”

Keisha Rembert is a passionate learner and fierce equity advocate. She was an award winning middle school ELA and United States History teacher who now instructs preservice teachers. She hopes to change our world one student at a time. Twitter ID: @klrembert:

Students often tell me that writing is overwhelming for them. When I dig a bit deeper to understand, they usually say, in not these exact words but close enough, writing and revision is less about expression and more about judgment: You did not include a comma here, check your word choice there. The complexities of writing are so vast (grammar, semantics, spelling, organization, etc.) for them that it is exhausting, and they just want the process to be done.

My retort is that I want to free them from their fears of judgment and have them experience the joys of revision. We revise pieces of my work together and talk about it. We acknowledge that mistakes are opportunities. I share that the reality is we rarely get things entirely right the first time. Revision is where we find the golden parts of our voice and the opportunity to clarify and expand on those golden pieces.

Revision is also a communal process. This, I think inspires students to want to make it better. After reading the work of a friend, they often discover new thoughts and ideas to make their piece better. Revision in my classes is about community. It is talking out ideas with others and sharing information which is the heart of good writing and the revision process. Getting students to see that writing is messy, and perfection is the enemy of progress especially when it comes to writing, helps them realize their messiness if appreciated and something to embrace. It relieves the pressure of having to do it right, always.

A growth mindset

Alicia Kempin is a fourth-grade teacher at The Windward School , a preeminent independent school in New York which provides a proven instructional program to children with language-based learning disabilities. She enjoys sharing her love of reading, writing, and math with her students:

As a teacher of students with language-based learning challenges, it’s often difficult to get children to write, let alone revise their writing! There are, however, several strategies I use to encourage the revising and editing process with my students.

I have found that one of the most effective ways to demonstrate the importance of revising and editing to my students is by completing unelaborated paragraphs together. This is an engaging writing activity in which I purposely prepare a terribly written paragraph on a topic with which the children are familiar. (Of course, I do not tell them that I intentionally wrote a bad paragraph; that’s part of the fun!) I display this awful paragraph on the white board, read it to the students, and ask them what they think. Inevitably, these honest children will tell me it’s horrible. So, I tell the children that the goal today is to improve my writing by revising and editing it. (They love that they get to improve MY writing!) We do several of these activities together as a class and use a revising and editing checklist that prompts them to use particular writing strategies. For example, I might say “Improve the topic sentence by adding an appositive” or “Answer the question words when and why to expand the sentence.”

After we complete all the revising suggestions, we read the original paragraph once more, followed by the revised paragraph—and what a difference! The children not only see the side by side comparison of the first paragraph compared to the revised paragraph, but they also hear the difference. I believe that hearing the original and revised paragraphs really helps the children to internalize how a paragraph can be improved. These unelaborated paragraphs can then be followed with children writing paragraphs of their own with some teacher directed revising goals which are more general such as “Improve topic sentence” or “Expand detail sentence two.” Ultimately, the hope would be to have the students eventually internalize these strategies and not even need revising goals.

Another strategy I use to encourage revising is to build enthusiasm for vocabulary. I do this throughout our reading and writing lessons by directly teaching vocabulary words and by modeling more advanced vocabulary in my oral language. For example, if we are discussing a book in which a character is sad, I might ask, “What is another adjective we can use to describe how that character is feeling?” I would try to elicit the words heartbroken, devastated, crushed, etc. That translates into our writing process when the children have completed their rough drafts, and I ask them to look for words that might have “juicier or more flavorful” synonyms. We work to elevate vocabulary throughout the year and challenge each other to use more interesting words. Fourth graders really seem to love words like flabbergasted and astonished! When the children know and use these words regularly, it’s easier for them to revise their writing and look for words they can “elevate.”

Perhaps the most meaningful strategy I use with my fourth graders is to model and encourage a growth mindset about writing and revising. I start by sharing some writing that I have completed and then show them the pages and pages of revisions that I made in order to get there. It is important for children to see that good writers look for ways to improve their writing. This is also when I tell the class a secret: that an eraser is an opportunity to improve—not just a tool to “fix mistakes.” Embracing a growth mindset in the classroom allows children to feel safe in taking chances, and it is a natural intrinsic motivator. I have found that what the children want more than anything is to take ownership of their own improvement. And let me tell you something—the children beam with pride when they see the results of their effort!

Encouraging a love of writing and revising takes an extraordinary amount of work and enthusiasm on the teacher’s part. By allowing children to view writing as a fun, engaging process, rather than as a laborious product, they become motivated to grow and improve as writers.

Instead of “drafts,” call them “versions”

Sara Holbrook is a novelist, poet, and educator with a multitude of books for both teachers and students under her belt, including The Enemy: Detroit, 1954, which won the 2018 Jane Addams Children’s Book Award.

Michael Salinger is a poet, performer, and advocate of poetry and performance in education.

Together, they co-founded and direct Outspoken Literacy Consulting, an organization that runs programs to help K–12 students in the United States and around the world develop writing, public speaking, and comprehension strategies:

Labels matter. The first thing we do is ask every writer to label every new piece of writing “Version 1.” This makes it clear from the beginning that this is an embryonic document. We use the word “draft” as a verb. There are no “first drafts” in our writing workshops because a first draft just sounds like a throw away. Instead, we take Version 1 and begin to tinker with it. Change a sentence? Add an adjective? Writers are on Version 2, and the process continues.

We begin very simply and then increase complexity with subsequent revisions. A writing lesson might go like this:

• Think of a simile comparison regarding XYZ. (This is Version 1.)
• Use that to develop a more complete description of your subject matter. (This is Version 2.)
• Can you add some sensory terms to bring the reader into the scene? (This is Version 3.)
• Bring a character into the situation. What would that character say? (This is Version 4.)

How did we come up with this approach? This is how we write. We are both trade book authors and writers of professional development books. Before that, we were both business writers—Michael was an engineer for 23 years and Sara was in public relations. We deconstructed our writing practice and realized a couple important things:

• We never start at the beginning of a long piece of writing, develop a story arc according to some predetermined pattern, and then use a rubric to make it right.
• All writing is creative. Any time we begin with a blank page and put words on it, it is a creative process.

When we visit schools, we show teachers how they can use simple frameworks to help students jump start their writing by starting with Version 1. We show them how we guide students through the next couple versions. Writers will discard the framework as the writing takes off on its own, kind of like taking off the jumper cables after the car is running.

Kids intuitively get it. We compare the writing process to playing a video game or learning a sport; people start with simple moves and level up. Students begin to internalize the reality that revision is incremental and writing is always an evolving process. We’ve found that the teachers we work with are excited by this writing process, and even relieved. Start simple and add complexity is a recipe for success as students adopt an “I can do that,” attitude.

We actually have kids bragging,

“I’m on Version 6!”

“Oh, yeah? I’m on Version 13!”

But one of our favorite lines to hear from kids is, “Oh, don’t worry, just put it down. It’s only Version 1.” We reinforce that no one expects the first version to be perfect, it’s just something to build on. And then we offer choices on how to take that next step.

We also invite students to share aloud throughout the writing process. By reading aloud, Version 1 and Version 2, partnering, or working with a mini writers’ group, students are able to see and hear their own progress as writers. We’ll ask, “Which version is working better for you?” Then we’ll let the writer explain what made the revised version better and where they want to take it next.

By building revision into the beginning of the writing process rather than leaving it until end, students are eager to add complexity and clarity to their writing.

Thanks to Alexis, Keisha, Alicia, Sara and Michael for their contributions!

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

Education Week has published a collection of posts from this blog, along with new material, in an e-book form. It’s titled Classroom Management Q&As: Expert Strategies for Teaching .

Just a reminder; you can subscribe and receive updates from this blog via email (The RSS feed for this blog, and for all Ed Week articles, has been changed by the new redesign - new ones won’t be available until late January). And if you missed any of the highlights from the first nine years of this blog, you can see a categorized list below.

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Literacy Letters: Helping New Students Understand Ongoing Assignments

Katie Doherty

How do teachers bring new students up to speed with ongoing assignments? In this video from Katie Doherty’s middle school classroom, Katie presents the latest “Literary Letters” assignment to her...

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Katie Doherty is an avid reader and writer. And who better to read and write with than a gaggle of 6th graders in Portland, Oregon? Through reading and writing workshops in her 6th grade language arts classroom, Katie and her students work to build the essential community they need to thrive as readers, writers, learners, and thinkers. Together, they all learn to take risks.

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“I Am the One Who . . .” Building Writing Skills and Community in Middle Schools

In this 12-minute video, Katie Doherty leads her sixth-grade students as they try the prompt “I am the one who . . .” during writing workshop. This is an excellent activity for building classroom community.

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5 effective constructive feedback examples: Unlocking student potential

This video provides an overview of the key features instructors need to know to make best use of Feedback Studio, accessed through the Turnitin website.

At Turnitin, we’re continuing to develop our solutions to ease the burden of assessment on instructors and empower students to meet their learning goals. Turnitin Feedback Studio and Gradescope provide best-in-class tools to support different assessment types and pedagogies, but when used in tandem can provide a comprehensive assessment solution flexible enough to be used across any institution.

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Providing constructive feedback examples to students is an important part of the learning journey and is crucial to student improvement. It can be used to feed a student’s love of learning and help build a strong student-teacher relationship. But it can be difficult to balance the “constructive” with the “feedback” in an effective way.

On one hand, we risk the student not absorbing the information, and therefore missing an opportunity for growth when we offer criticism, even when constructive. On the other hand, there is a risk of discouraging the student, dampening their desire to learn, or even harming their self-confidence. Further complicating the matter is the fact that every student learns differently, hears and absorbs feedback differently, and is at a different level of emotional and intellectual development than their peers.

We know that we can’t teach every student the exact same way and expect the same results for each of them; the same holds true for providing constructive feedback examples. For best results, it’s important to tailor how constructive feedback is provided based on content, student needs, and a variety of other factors.

In this blog, we’ll take a look at constructive feedback examples and the value of effective instructor feedback, centering on Dr. John Hattie’s research on “Where to next?” feedback. We’ll also offer key examples for students, so instructors at different grade levels can apply best practices right away.

In 1992 , Dr. John Hattie—in a meta-analysis of multiple scientific studies—found that “feedback has one of the positive influences on student achievement,” building on Sadler’s concept that good feedback can close the gap between where students are and where they aim to be (Sadler, 1989 ).

But before getting too far into specifics, it would be helpful to talk about what “constructive feedback” is. Not everyone will define it in quite the same way — indeed, there is no singular accepted definition of the phrase.

For example, a researcher in Buenos Aires, Argentina who studies medical school student and resident performance, defines it, rather dryly, as “the act of giving information to a student or resident through the description of their performance in an observed clinical situation.” In workplace scenarios , you’ll often hear it described as feedback that “reinforces desired behaviors” or, a definition that is closer to educators’ goals in the classroom, “a supportive way to improve areas of opportunity.”

Hattie and Clarke ( 2019 ) define feedback as the information about a learning task that helps students understand what is aimed to be understood versus what is being understood.

For the purposes of this discussion, a good definition of constructive feedback is any feedback that the giver provides with the intention of producing a positive result. This working definition includes important parts from other, varied definitions. In educational spaces, “positive result” usually means growth, improvement, or a lesson learned. This is typically accomplished by including clear learning goals and success criteria within the feedback, motivating students towards completing the task.

If you read this header and thought “well… always?” — yes. In an ideal world, all feedback would be constructive feedback.

Of course, the actual answer is: as soon, and as often, as possible.

Learners benefit most from reinforcement that's delivered regularly. This is true for learners of all ages but is particularly so for younger students. It's best for them to receive constructive feedback as regularly, and quickly, as possible. Study after study — such as this one by Indiana University researchers — shows that student information retention, understanding of tasks, and learning outcomes increase when they receive constructive feedback examples soon after the learning moment.

There is, of course, some debate as to precise timing, as to how soon is soon enough. Carnegie Mellon University has been using their proprietary math software, Cognitive Tutor , since the mid-90s. The program gives students immediate feedback on math problems — the university reports that students who use Cognitive Tutor perform better on a variety of assessments , including standardized exams, than their peers who haven’t.

By contrast, a study by Duke University and the University of Texas El Paso found that students who received feedback after a one-week delay retained new knowledge more effectively than students who received feedback immediately. Interestingly, despite better performance, students in the one-week delayed feedback group reported a preference for immediate feedback, revealing a metacognitive disconnect between actual and perceived effectiveness. Could the week delay have allowed for space between the emotionality of test-taking day and the calm, open-to-feedback mental state of post-assessment? Or perhaps the feedback one week later came in greater detail and with a more personalized approach than instant, general commentary? With that in mind, it's important to note that this study looked at one week following an assessment, not feedback that was given several weeks or months after the exam, which is to say: it may behoove instructors to consider a general window—from immediate to one/two weeks out—after one assessment and before the next assessment for the most effective constructive feedback.

The quality of feedback, as mentioned above, can also influence what is well absorbed and what is not. If an instructor can offer nuanced, actionable feedback tailored to specific students, then there is a likelihood that those students will receive and apply that constructive feedback more readily, no matter if that feedback is given minutes or days after an assessment.

Constructive feedback is effective because it positively influences actions students are able to take to improve their own work. And quick feedback works within student workflows because they have the information they need in time to prepare for the next assessment.

No teacher needs a study to tell them that motivated, positive, and supported students succeed, while those that are frustrated, discouraged, or defeated tend to struggle. That said, there are plenty of studies to point to as reference — this 2007 study review and this study from 2010 are good examples — that show exactly that.

How instructors provide feedback to students can have a big impact on whether they are positive and motivated or discouraged and frustrated. In short, constructive feedback sets the stage for effective learning by giving students the chance to take ownership of their own growth and progress.

It’s one thing to know what constructive feedback is and to understand its importance. Actually giving it to students, in a helpful and productive way, is entirely another. Let’s dive into a few elements of successful constructive feedback:

When it comes to providing constructive feedback that students can act on, instructors need to be specific.

Telling a student “good job!” can build them up, but it’s vague — a student may be left wondering which part of an assessment they did good on, or why “good” as opposed to “great” or “excellent” . There are a variety of ways to go beyond “Good job!” on feedback.

On the other side of the coin, a note such as “needs work” is equally as vague — which part needs work, and how much? And as a negative comment (the opposite of constructive feedback), we risk frustrating them or hurting their confidence.

Science backs up the idea that specificity is important . As much as possible, educators should be taking the time to provide student-specific feedback directly to them in a one-on-one way.

There is a substantial need to craft constructive feedback examples in a way that they actively address students’ individual learning goals. If a student understands how the feedback they are receiving will help them progress toward their goal, they’re more likely to absorb it.

Our veteran Turnitin team of educators worked directly with Dr. John Hattie to research the impact of “Where to next?” feedback , a powerful equation for goal-oriented constructive feedback that—when applied formatively and thoughtfully—has been shown to dramatically improve learning outcomes. Students are more likely to revise their writing when instructors include the following three essential components in their feedback:

• Issue: Highlighting and clearly describing the specific issue related to the writing task.
• Relevance: Aligning feedback explicitly to the stated expectations of the assignment (i.e. rubric).
• Action: Providing the learner with their “next steps,” appropriately guiding the work, but not giving away the answer.

It’s also worth noting that quality feedback does not give the answer outright to the student; rather, it offers guidelines and boundaries so the students themselves can do their own thinking, reasoning, and application of their learning.

As mentioned earlier, it's hard to balance the “constructive” with the “feedback” in an effective way. It’s hard, but it’s important that instructors learn how to do it, because how feedback is presented to a student can have a major impact on how they receive it .

Does the student struggle with self confidence? It might be helpful to precede the corrective part of the feedback acknowledging something they did well. Does their performance suffer when they think they’re being watched? It might be important not to overwhelm them with a long list of ideas on what they could improve.

Constructive feedback examples, while cued into the learning goals and assignment criteria, also benefit from being tailored to both how students learn best and their emotional needs. And it goes without saying that feedback looks different at different stages in the journey, when considering the age of the students, the subject area, the point of time in the term or curriculum, etc.

In keeping everything mentioned above in mind, let’s dive into five different ways an instructor could give constructive feedback to a student. Below, we’ll look at varying scenarios in which the “Where to next?” feedback structure could be applied. Keep in mind that feedback is all the more powerful when directly applied to rubrics or assignment expectations to which students can directly refer.

Below is the template that can be used for feedback. Again, an instructor may also choose to couple the sentences below with an encouraging remark before or after, like: "It's clear you are working hard to add descriptive words to your body paragraphs" or "I can tell that you conducted in-depth research for this particular section."

For instructors with a pile of essays needing feedback and marks, it can feel overwhelming to offer meaningful comments on each one. One tip is to focus on one thing at a time (structure, grammar, punctuation), instead of trying to address each and every issue. This makes feedback not only more manageable from an instructor’s point of view, but also more digestible from a student’ s perspective.

Example: This sentence might be difficult for your readers to understand. Reword this sentence so your meaning is clear to your audience.

Rubrics are an integral piece of the learning journey because they communicate an assignment’s expectations to students. When rubrics are meaningfully tied to a project, it is clear to both instructors and students how an assignment can be completed at the highest level. Constructive feedback can then tie directly to the rubric , connecting what a student may be missing to the overarching goals of the assignment.

Example: The rubric requires at least three citations in this paper. Consider integrating additional citations in this section so that your audience understands how your perspective on the topic fits in with current research.

Within Turnitin Feedback Studio, instructors can add an existing rubric , modify an existing rubric in your account, or create a new rubric for each new assignment.

QuickMark comments are sets of comments for educators to easily leave feedback on student work within Turnitin Feedback Studio.

Educators may either use the numerous QuickMarks sets readily available in Turnitin Feedback Studio, or they may create sets of commonly used comments on their own. Regardless, as a method for leaving feedback, QuickMarks are ideal for leaving “Where to next?” feedback on student work.

Here is an example of “Where to next?” feedback in QuickMarks:

It can be just as helpful to see a non-example of “Where to next?” feedback. In the image below, a well-meaning instructor offers feedback to a student, reminding them of what type of evidence is required in an argumentative essay. However, Issue and Action are missing, which leaves the student wondering: “Where exactly do I need to improve my support? And what next steps ought to be taken?”

Here is a non-example of “Where to next?” feedback in QuickMarks:

As an instructor in a STEM class, one might be wondering, “How do I apply this structure to my feedback?” While “Where to next?” feedback is most readily applied to English Language Arts/writing course assignments, instructors across subject areas can and should try to implement this type of feedback on their assignments by following the structure: Issue + Relevance + Action. Below is an example of how you might apply this constructive feedback structure to a Computer Science project:

Example: The rubric asks you to avoid “hard coding” values, where possible. In this line, consider if you can find a way to reference the size of the array instead.

As educators, we have an incredible power: the power to help struggling students improve, and the power to help propel excelling students on to ever greater heights.

This power lies in how we provide feedback. If our feedback is negative, punitive, or vague, our students will suffer for it. But if it's clear, concise, and, most importantly, constructive feedback, it can help students to learn and succeed.

Study after study have highlighted the importance of giving students constructive feedback, and giving it to them relatively quickly. The sooner we can give them feedback, the fresher the information is in their minds. The more constructively that we package that feedback, the more likely they are to be open to receiving it. And the more regularly that we provide constructive feedback examples, the more likely they are to absorb those lessons and prepare for the next assessment.

The significance of providing effective constructive feedback to students cannot be overstated. By offering specific, actionable insights, educators foster a sense of self-improvement and can truly help to propel students toward their full potential.

Helping our customers through the CrowdStrike outage

Jul 20, 2024 | David Weston - Vice President, Enterprise and OS Security

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On July 18, CrowdStrike, an independent cybersecurity company, released a software update that began impacting IT systems globally. Although this was not a Microsoft incident, given it impacts our ecosystem, we want to provide an update on the steps we’ve taken with CrowdStrike and others to remediate and support our customers.  

Since this event began, we’ve maintained ongoing communication with our customers, CrowdStrike and external developers to collect information and expedite solutions. We recognize the disruption this problem has caused for businesses and in the daily routines of many individuals. Our focus is providing customers with technical guidance and support to safely bring disrupted systems back online. Steps taken have included:  

• Engaging with CrowdStrike to automate their work on developing a solution.   CrowdStrike has recommended a workaround to address this issue and has also issued a public statement. Instructions to remedy the situation on Windows endpoints were posted on the Windows Message Center .   
• Deploying hundreds of Microsoft engineers and experts to work directly with customers to restore services.   
• Collaborating with other cloud providers and stakeholders, including Google Cloud Platform (GCP) and Amazon Web Services (AWS), to share awareness on the state of impact we are each seeing across the industry and inform ongoing conversations with CrowdStrike and customers.  
• Quickly posting manual remediation documentation and scripts found here .
• Keeping customers informed of the latest status on the incident through the Azure Status Dashboard here .  

We’re working around the clock and providing ongoing updates and support. Additionally, CrowdStrike has helped us develop a scalable solution that will help Microsoft’s Azure infrastructure accelerate a fix for CrowdStrike’s faulty update. We have also worked with both AWS and GCP to collaborate on the most effective approaches.    

While software updates may occasionally cause disturbances, significant incidents like the CrowdStrike event are infrequent. We currently estimate that CrowdStrike’s update affected 8.5 million Windows devices, or less than one percent of all Windows machines. While the percentage was small, the broad economic and societal impacts reflect the use of CrowdStrike by enterprises that run many critical services.  

This incident demonstrates the interconnected nature of our broad ecosystem — global cloud providers, software platforms, security vendors and other software vendors, and customers. It’s also a reminder of how important it is for all of us across the tech ecosystem to prioritize operating with safe deployment and disaster recovery using the mechanisms that exist. As we’ve seen over the last two days, we learn, recover and move forward most effectively when we collaborate and work together. We appreciate the cooperation and collaboration of our entire sector, and we will continue to update with learnings and next steps.  

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While the process is ongoing , students can do much to encourage change for the better.

The New Yorker, February 10 , 1997P. 32 LETTER FROM SERBIA about ongoing student and crowd protests against the regime of Slobodan Milosevic..

By Lawrence Weschler The New Yorker, February 10 , 1997P. 32 LETTER FROM SERBIA about ongoing student and crowd protests against the regime of Slobodan Milosevic..

In a well-publicised incident recently, three leaders of the ongoing student protest were stopped while trying to fly to Beijing to confront Chinese leaders.

Bachelet promised reform when she was elected president for a second time in 2013 but her approval ratings have slumped following high-profile scandals involving allies and ongoing student protests, weakening her position in Congress.

A LETTER FROM THE REPUBLIKA SRPSKA about the Republika Srpska, the ethnically cleansed Serb component or "entity," of the Republic of Bosnia-Herzegovina... Interior Minister Dragan… LETTER FROM SERBIA about ongoing student and crowd protests against the regime of Slobodan Milosevic.

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The New Hope, and New Worry, of Kamala Harris

The vice president has no real competition for the democratic nomination, despite polling that shows weaknesses in her candidacy..

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As Democrat after Democrat races to anoint Vice President Kamala Harris as their party’s presidential candidate, it has become clear that she will face no real challenge for the nomination.

Nate Cohn, chief political analyst for The Times, and Reid J. Epstein, a Times reporter covering politics, discuss what that smooth path for Ms. Harris could mean for her broader campaign.

On today’s episode

Nate Cohn , the chief political analyst for The New York Times.

Reid J. Epstein , who covers politics for The New York Times.

Background reading

On her first full day in the race , Ms. Harris drew endorsements from her final possible rivals, hauled in record sums of cash and attacked Donald J. Trump.

Here are the latest polls on the Harris-Trump matchup.

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The Daily is made by Rachel Quester, Lynsea Garrison, Clare Toeniskoetter, Paige Cowett, Michael Simon Johnson, Brad Fisher, Chris Wood, Jessica Cheung, Stella Tan, Alexandra Leigh Young, Lisa Chow, Eric Krupke, Marc Georges, Luke Vander Ploeg, M.J. Davis Lin, Dan Powell, Sydney Harper, Michael Benoist, Liz O. Baylen, Asthaa Chaturvedi, Rachelle Bonja, Diana Nguyen, Marion Lozano, Corey Schreppel, Rob Szypko, Elisheba Ittoop, Mooj Zadie, Patricia Willens, Rowan Niemisto, Jody Becker, Rikki Novetsky, Nina Feldman, Will Reid, Carlos Prieto, Ben Calhoun, Susan Lee, Lexie Diao, Mary Wilson, Alex Stern, Sophia Lanman, Shannon Lin, Diane Wong, Devon Taylor, Alyssa Moxley, Olivia Natt, Daniel Ramirez and Brendan Klinkenberg.

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An earlier version of this episode misidentified the state which Rep. Mikie Sherrill represents. She represents New Jersey, not Virginia.

How we handle corrections

Nate Cohn is The Times’s chief political analyst. He covers elections, public opinion, demographics and polling. More about Nate Cohn

Reid J. Epstein covers campaigns and elections from Washington. Before joining The Times in 2019, he worked at The Wall Street Journal, Politico, Newsday and The Milwaukee Journal Sentinel. More about Reid J. Epstein

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