Tag Archives: grading

Grading Essays How-To: Use Macros to Save Time

3 Sep

Here is the skeleton in every writing teacher’s closet: grading essays is soul sucking, mind-breaking work. After fifteen years of dedicating obscene chunks of personal time to the task, I wish I could reveal some cure-all that makes grading fast and euphoric. I can’t. Of course, I find many moments of joy, but the bone-weary reality of the life of an English teacher is that it takes considerable time and significant effort to create meaningful feedback. No matter how I try, I can’t seem to write comments on an essay in less than fifteen minutes. Realistically, it often takes more time. I have experimented with many methods of feedback, but when I need to leave a healthy dose of ink, I use a hybrid approach of handwritten feedback and computer editing tools known as macros. This method doesn’t help me grade more quickly, but it does ensure that I maximize my time. Here’s my basic structure for working through a stack of essays: 

  • Students turn in two copies of an essay, one printed and one electronic copy via Google Docs.
  • I write more quickly on a piece of paper than I can highlight on a computer screen (I have timed each activity), so I go “old school” and leave marks on the page. The two to five minutes I save on each essay quickly add up. I also use a set of symbols to speed this marking process along.
  • I type longer comments that I later print and attach to the essay. I use macros (more on this step below) for common comments, but I also individualize feedback. I always limit myself to one page of typed comments per essay.
  • When finished, I photocopy the completed scoring rubric (which I will use during the revision process), print the one page of typed comments, and then staple the typed comments, the marked essay, and the scoring guide into one packet.
  • I give students at least one week to revise based on my feedback. I require a revision of every major essay, and I use the electronic copy in Google Docs to track the changes. The revision history in Google Docs feature shows me when and where changes were made. Because I made a photocopy of the scoring guide before handing back the essays, I simply look through the revision history on the computer and make changes to the photocopied scoring guide (another time-saver). I do NOT write any additional comments, as the students will not revise this draft, and I am not a glutton for punishment (even though this post may make you think that!)

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Taming the Paper Beast: Time Saving Techniques for Essay Grading

25 May

As I finish my fifteenth year in an English classroom, I’m seriously thinking about tattooing the following phrase across my belly in Old English lettering ala Tupac:  “Students will write more; teachers will grade less.” I once started to calculate how many hours I have spent writing feedback on student writing, but I quickly abandoned that sadistic calculation. The number was impressive. And depressing. And not at all meaningful. Any instructor of writing who lasts for any length of time has to embrace two concepts very quickly: acceptance and efficiency.

I now accept that it takes me 20-30 minutes to write comprehensive feedback on an individual essay, and in a future post I promise to break down my system. In this post, I share some of the things my colleagues and I have done to become more efficient with our feedback.

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