ARTICLE+REFLECTION

=ARTICLE REFLECTION= //‘What about a Feedback Revolution in the Writing Classroom?’// //Icy Lee// First of all, I should say that this article is beyond what I was expecting before I read it. It defines what the problem is and why it is urgent to solve it. Moreover, it is quite rich in terms of suggestions/solutions to the problem. The problem is that there is such a burden in the writing classes that teachers and the students could not benefit from the feedback process since it is painful for both sides. Teachers take a huge responsibility on their shoulders if they are barely collecting the writings and try to correct each and every mistake in the paper. It takes too much time that teachers come up with limited time for their lessons; they spend less time with their students. Indeed, students’ writings do not necessarily reflect students’ improvement and competence in that lesson; in contrast, students themselves are the only basic reflections of their own improvement in the lesson. This process is painful for students, too. Without adequate instruction and guidance most of the time, they find themselves writing some paper that they have limited knowledge about how to write, why they are writing it. Moreover, when they get back their paper full of corrections and warnings with red ink, they lose their interest towards lesson. They have difficulty in understanding what they are doing and how this lesson contributes their learning. Since the process has no benefit for both sides, Icy Lee strongly suggests a revolution in giving feedback. It is useless, time- consuming and futile to do; so, why does it remain still unchanged? For this vicious circle, she has a number of suggestions to make this process much more effective. First of all, teachers should consult to each other and talk about the problems and possible solutions. They should also be supported by authorities so that it can be continued constantly. Secondly, process writing should be applied to the classroom rather than introducing the genre and expect students to create a full, good piece of work in that genre. This is just unrealistic to expect without clear borderlines, guidance and instructions. Process writing eliminates this type of high expectation from the writing classes since it realistically requires students to write according to a draft they have just learned. Another suggestion aroused by her is that teachers should indicate clearly what is expected from students; they should supply their explanations with samples, grading rubrics, peer-feedback training. These help teacher give the message “This is exactly what I want from you, not more or less than this.” So, students will be more confident and aware of what they are going to write, how and why they are writing it. Besides, peer-feedback training will be quite helpful both for teacher to save time and students to take responsibility of grading someone else’s work. If teacher provides students with a grading rubric, it will be helpful father. Furthermore, students should be given the chance to act on their own work, which they cannot do with the traditional feedback sessions. This approach gives this right to students. Of course, the author of the article tells much more that I can summarize here. Above, I have written the most striking ideas in my opinion. I have found these ideas quite innovative, adaptable and student-centered since I am a candidate teacher who strongly believes ‘freedom in the classroom’. That’s why; this piece of work helps me how to establish that freedom in the classroom. I really like this article with all its aspect. I think she has a strong point which should be paid attention.