I was complaining to myself about how slow my grading was going and how I was a slacker for not getting it done faster. Then I added up some numbers. Then I tweeted this, that is to say, complaining to others, and it got a LOT of traction relative to my usual Twitter complaints:
I have written just over 8000 words of feedback on first year assignments this semester. I’m not done yet. Feedback is hard work; it’s writing.
— Aimée Morrison (@digiwonk) November 21, 2017
So that’s what I’m going to expand on today: grading is writing, and it’s work, and we do way more of it, probably than we think we do.
Here’s how I grade. Students hand in their assignments (a lot of short writing assignments, usually between 400-1200 words) and I mark them up with pen as I go–I put tiny underlines under simple errors; I write marginalia that queries a point, or offers a readerly reaction like “ha!” or “aha!” or “hm” or “!” or “are you sure?”; I write sentence fragments in response to the main idea. When I’ve finished reading and marking-up the paper copy, I write up more formal notes, summative and formative, in Word. This weekend I was grading Evidence-Based Arguments for my first years, so I have one Word doc called “Evidence-Based Argument” and I just concatenate everyone’s feedback in that one doc, separated by page breaks. So there’s a running word count for the whole thing.
For 24 Evidence-Based Arguments I graded this week, I wrote 2735 words. That’s a lot of writing, it struck me. I opened the other files for that course. The Internet Literacy Narrative? 2898 words. The Fact-Check Report? 2763 words. You can see that’s about 100 words per assignment, for a total in the course so far of about 8500 words. That’s a longish academic article worth of words.
Now I’m curious. For my grad class this term, 15 students, I’ve graded essay proposals and annotated bibliographies, and two 400 word response papers per student. [Goes away and calculates] Just over 6000 words of feedback.
That makes 14,500 words of formal written feedback since September. Not counting marginalia or emails or verbal feedback in office visits.
Last semester my courses were bigger–a fourth year seminar of 25 students and a first year course of 40. [More calculation ensues] 22,000 words for the first years and 16,000 for the fourth years, so that’s 38,000 formal grading words in the winter term.
In my assigned teaching in 2017, I’m at 52,500 words of direct feedback to students typed into Word docs. I’m not done yet: my first years and my grads have final papers yet to hand in for me to give them feedback on.
I have also read and given extensive feedback on …. lessee …. four complete dissertation, and about 8 dissertation chapters this year? I don’t know how much I wrote for those, but it was a lot.
I don’t begrudge this work. But I would like it to be more visible than it is. A writing intensive course for students is a feedback intensive course for professors. I often will note in my annual reports that my first years write: a response paper, then revise it, then produce a paper with a stepped structure of proposal, bibliography, intro paragraph, draft, and final paper. But I do not note what *I* am writing in response to this.
Linda Carson on Twitter suggested that in academic life as in most other domains, what counts is what gets counted. She encouraged me to think about writing out these numbers on my report. I might. But even personally, I think I generally tend to dis-count this writing as writing, because not only do I not literally count up how much of it I do, I don’t think it “counts” as real writing.
But it does, in its way: crafting feedback on student work is a balancing act of formative and summative goals, a kind of specificity of address that lets the student know you really heard them, but a level-appropriateness that encourages reach without overwhelming. No wonder we get tired doing it.
Anyhow. I’m at about, as I say, 52,000 words of feedback I can directly count up in my Word docs from my 2017 teaching. That’s not all of it, but it’s most of it. If it feels supportive, I encourage you to look back, if it’s easy enough to do, and see how much you’ve got done this year, too.
This is real work, real writing, creative and laborious. It counts.