ENG 229 9.M: Adjusting Color and Brightness in Premiere, Opening Shots

Today’s Plan:

  • Adjusting Color and Brightness in Premiere
  • Opening Shots
  • Homework

Adjusting Color and Brightness in Premiere

A walkthrough on how to make an adjustment layer

Once I create the adjustment layer, I can drag effects onto the layer without editing the original clips. And the adjustments will be applied to every clip.

Lets go to Effects workspace and the Effects menu. Then apply a Brightness Contrast effect. Then lets add a Basic Corrections effect. I will modify:

  • Temp (cold vs warm) (or tint)
  • Contrast
  • Highlights
  • Shadows
  • Blacks
  • Whites

Opening Shots

Another video.

A few strategies/ideas to think about:

  • Symbolism/Layers of Meaning
  • Synecdoche (parts that symbolize the whole)
  • Scope/Scale (Picture in a Picture)
  • Angle Itself
  • Disorientation/Play on expectations

Homework

Read Kalman, And the Pursuit of Happiness chapter on the Supreme Court and one other chapter of your choice. We’ll talk about Kalman’s aesthetic (and her argument) in class on Monday.

We’ll be using Kalman as a creative relay for your final assignment, so this reading is meant to both inspire and influence. Our goal will be to think about how to identify and transform her aesthetic approach, her ingredients and her methods, into a video project.

Your final interview projects are due on Saturday at midnight (I will do my best to grade them quickly). That gives you Sunday and Monday to do the Kalman reading.

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ENG 229 8: Stabilizing and Synching in Premiere

Today’s Plan:

  • Download Files
  • Edit Our Audio in Adobe Audition
  • Begin Stabilization
  • Discuss Opening Shots
  • Complete Stabilization
  • Begin Synching

Downloading Files

To get started we need to .zip and download our test files from last week.

I am fairly certain that any files you download today should still be on the computer Friday.

Edit Our Audio in Adobe Audition

Here’s a video on reducing echo in Premiere if anyone needs it later. First we will edit the volume (what is technically called the “gain”), then we will remove the echo.

  1. You can right click on the file in Premiere and choose the Edit in Adobe Audition option.
  2. Press CTRL+A to select the entire waveform.
  3. From the top program menu, go to Effects > Amplitude and Compression > Amplify. Increase the audio gain by +10.64db. This should put our level between -6 and -9, which is generally where you want to be to avoid “pops”
  4. Now let’s remove the echo. Select the entire waveform again, and select Effects > Noise Reduction/Restoration > DeReverb. This will auto filter. This video has a tremendous amount of natural reverb, so we will have to adjust the effect strength.

Stabilization

I used Orange83’s tutorial for this.

Stabilizing video clips in Premiere is a really easy process–however it does take some time. Stabilizing the alison-molly file took me about 13 minutes this morning (and it is only a 2:37 clip!). I also want to stress that the Premiere stabilizer cannot replace a tripod–while it can certainly improve the viewer experience, it cannot eliminate all movement (without some potentially weird side effects–we can play with these in the stabilizer options).

To stabilize a clip:

  1. select it from the project timeline and go to the Effects workspace
  2. In the search, type stabilizer. You should see the Warp Stabilizer. Drag that onto your clip
  3. This process can take quite awhile, so, while we wait, let’s talk Opening Shots

Opening Shot

Note: check the time, this might wait until later. Studiobinder on opening shots. How to set the emotional tone and suggest an entire them in a single frame/short sequence.

Synching Video Files

Finally, I want to go over how to sync video files. There’s a video here if anyone needs a tutorial later. The steps below come from the video.

  1. For this trick to work, we need all the various video and audio clips in our project to be on their own tracks. So, to begin, let’s add tracks to the timeline. Drag our master audio file (the one we worked on in Audition) down to the bottom track
  2. Now drag each file so that it sits on its own timeline
  3. Select all the files in the timeline (CTRL + A)
  4. Right-click and you should see the option to synchronize. BE SURE TO SELECT AUDIO

Homework

I’ve decided to have Work List #6 take the place of the midterm exam. This prevents us from having to arrange and record another interview–we can use the materials you have already collected. I will ask that you record some additional video as b-roll and develop an opening shot/montage sequence.

Originally, our midterm was going to be a promotional project for the English department’s 4+1 MA Project. We are still likely going to do this work–but we will do it in class together as you work on the Kalman project outside of class. This should lighten your workload a bit in the next few weeks.

Here are the requirements for Work List #6:

  • Length: Your video should be 90 seconds long
  • Intro: Opening shot
  • Intro: B-roll montage
  • Intro: Title (Bonus: does it move?)
  • Audio: Music that fades out?
  • Audio: Proper volume levels (gain) and noise/echo reduction?
  • Video: Is there text identifying participants?
  • Video: Are shots stable and free of camera shake?
  • Video: Does the video cut to different shots?
  • Video: Consistent color and brightness?, color match
  • Are shots composed in line with the rule of thirds? Do subjects have sufficient headroom?
  • Does the interview angle feel right?

Work list #6 will be due Sunday, October 25th at midnight. This will be a hard deadline so we can move into our next project on Monday. You will have today in class to sequence your video and work on titles and audio levels.

In Monday’s class, we’ll watch another quick Youtube video on opening shots. Then I will cover how to adjust brightness and color levels in Premiere. You will have the rest of class on Monday to work on your projects.

You will also have next Wednesday’s class to work on your projects. I will conduct progress check-ins–looking for evidence that you are working on the project and seeing if there’s any ways I can provide feedback and help.

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ENG 229 7.W: Montage, Opening Shot

Today’s Plan:

  • Montage
  • Opening Shot
  • Quick Shoot
  • Quick Review of Exporting Files in Premiere
  • Homework

Montage

I’d like to open today reviewing two fundamental elements of cinematography: the montage and the opening shot.
Let’s start with montages. A short video for some inspiration.

  • Compress time: tell a story
  • Joke delivery (use of titling)
  • Compress time: training
  • Weave and juxtapose
  • Repetition of a common theme
  • Compress time: Geschalt [pieces left for an audience to unpack]
  • Expansive, Zoom out, collection of varied elements that add up, attempt to capture a totality
  • Abstract, rhythm of life, little details, guided meditation
  • Free association, cataloguing
  • Intellectual montage, ideas, theme, place odd things next to each other to force a connection

And here’s a link with 8 tips for sequencing montages.

Sample montage #1.
Sample montage #2.

Opening Shot

Note: check the time, this might wait until later. Studiobinder on opening shots. How to set the emotional tone and suggest an entire them in a single frame/short sequence.

Sample opening shot/montage.

Quick Review of Exporting Files in Premiere

Go to File > Export. If you aren’t overly concerned with video quality, then you should change the export file format to MPEG4 (.mp4). This will lead to a much smaller, more manageable file size. Also, do not press the highlighted “queue” button, as this will attempt to open another Adobe product.

Homework

By next Wednesday, you and your group need to have recorded your interview footage. I will create team folders in this Google Drive folder. You can upload all your video and audio assets there so the entire team has access to them.

Next Wednesday and Friday we will work on how to synch, cut, edit, enhance these assets in class.

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ENG 229 7.M: Interviews

Today’s Plan:

  • I Won’t Be Here Friday / Next Week’s Schedule
  • Survey Feedback
  • Watch Work List #4 and/or Work List #5
  • Work List #6
  • Recording Sound with a Snowball Mic
  • Kalman’s And Pursuit of Happiness

Next Week’s Schedule

Worklist #6 will be due Monday, October 19th. I would like to cancel Monday October 12th’s meeting and instead meet on Wednesday and Friday next week instead. I will not be on campus this Friday or Monday the 12th, but our class room (and the room next door) should be available if you need an interview location. You can also check out the multimedia room in the library.

I will also layout a “midterm” video that you will have two weeks to complete. That assignment will be a checklist of all of the criteria we’ve covered so far. The topic for that video is open–I only ask that you shoot new footage. It can be a documentary on a space, a music video, a comedy sketch, a re-creation of a famous movie scene, a how-to video, whatever you want. The video must be 2 minutes long.

Work List #6: Two Camera Interview

This is part a team project, part an individual project. You will work in teams of 3 to collect video and audio. You will edit and mix those files individually. Everyone will turn in their own final cut of the interview.

Collectively, your team will need 3 phones for capturing video and a laptop with a USB connection for recording audio. Team sign up.

Work List #6 asks you to execute a 3 camera interview shoot. What?!? Insanity. We are going to do a two-person, over the shoulder interview shoot with a third roaming wide shot, b-roll, close up camera. First, let’s watch a quick video on setting up a standard two person, over the shoulder shoot.

Already you should see what 3 of our four devices are doing.

  • Camera One looks over the shoulder of the interviewer
  • Camera Two looks over the shoulder of the interviewee
  • Camera Three should be set up to capture at least four different shots during the interview
    • B-roll during sound check for an intro montage
    • A wide shot in the beginning of the shoot
    • A close-up on the interviewer as they ask a question
    • A close-up on the interviewee as they answer the question
  • Camera Four collects audio using a snowball microphone

You can check out a Snowball Microphone from the library (simply go to the front desk and ask to check one out). They have 3 total microphones, each can be checked out for a week. My understanding is that the microphones are almost always available. Out of courtesy to the other groups, please return a microphone after you are done recording.

To record sound on a PC, you can use the Sound Recorder or Voice Recorder App. This is a super simple app that does exactly what the name implies.

Go into the computer’s settings (Settings > System on Windows) and check your input. Go into advanced settings and make sure your microphone level is at +90.

The Snowball Mic has three built in settings:

  • Close Up
  • Close Up with Noise Reduction
  • Omni (all directions)

Chances are you will want to set the mic up on Omni between your interlocutors. NOTE: It will be extremely important to sound check your interview. Have the interlocutors sit in position and record some sound from both of them. Play it back to check volume and clarity.

We will “scrub” background noise out of these audio files next Wednesday.

Team sign up time.

Kalman’s And the Pursuit of Happiness

Soon we will be reading a few chapters from Maira Kalman’s …And the Pursuit of Happiness. The book is amazon used for $4 plus shipping.

Alternatively, the project is available via the NYT as a blog.

Just make sure you have a copy by the end of next week.

Homework

By next Wednesday, you and your group need to have recorded your interview footage. I will create team folders in this Google Drive folder. You can upload all your video and audio assets there so the entire team has access to them.

Next Wednesday and Friday we will work on how to synch, cut, edit, enhance these assets in class.

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ENG 229 6: Interviews

Today’s Plan:

  • A Quick Survey
  • Shooting a Simple Interview
  • Practice Shot
  • Work List #5

Let’s Open with a Quick Anonymous Survey

Even after cancelling Wednesday, quite a few people have failed to turn in Work List #4. I need to know why. So, a quick anonymous survey. Shouldn’t take more than 5 minutes.

Shooting a Simple Interview

Over the next few weeks, we’re going to complete our final two work lists: a simple interview and then a more complicated, two camera interview. We’ll get started with a simple interview today.

There’s two things that make interviews difficult. The first is audio quality. It can be quite difficult to capture quality audio for an interview. In a professional setting, you would use either a boom or a lavalier microphone.

If you don’t have access to those, then you can use a second phone, set up closer to your interview subject. Next week, we’ll learn how to sync audio and video that have been captured on different devices (Premiere makes this fairly easy) and we’ll also play with synching audio across two different video feeds.

We don’t need to do anything that complicated this week (although you are welcome to try). This week I want to focus on lining up your shot for an interview–shooting at enough of an angle to create depth without making your subject feel disconnected from the audience.

Prepping an Interview

Let’s take a look at this Premium Beat article on interviews, particularly their ideas on repeating the question, controlling pace, and deciding an eye line. Essentially, these all fall under communicating and preparing your subject. (Let me add that in addition to having a subject repeat your question in the answer, you can always ask the same question twice–learn to read your subject, if they are stumbling through an answer, but arrive at a good one, then re-ask the question and give them another chance!)

Framing the Shot

As you might imagine, framing an interview shot involves the rule of thirds.

Practice Shot

I’d like you to go out and take a photograph that lines up an interview subject. Pay attention to both vertical and horizontal rules of thirds. Pay attention to lighting and background. Instruct your interview subject where to look (and, following Walbeck’s general advice, have them look at a spot and not the camera).

Please take two shots–one of the standard medium shot, the other the close up. When shooting the close up, make sure that the subject isn’t on too much of an angle.

Upload your two images to this Google Slides show.

Work List #5: Simple Interview

For this work list, you’ll be interviewing someone. Here’s the requirements:

  • Opening shot with title credits (set up some context). Extra cool points for some intro music that fades out
  • ONE CONTINUOUS SHOT OF YOUR SUBJECT ANSWERING QUESTIONS (along with one continuous audio file)
  • B-Roll cuts while they answer questions. These can be cuts to you asking the questions. Cuts to your dog running out in the yard. Cuts to a tire fire. Whatever. But before we move on, I want to see people pull off a damn J, L, or U cut.

Work list #5 is due on Monday.

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ENG 301 6: Introducing the Proficiency Projects

Today’s Plan:

  • Potential Client
  • Proficiency Projects
  • Homework

Potential Client

Let me share an email I just sent.

Proficiency Project

For the next 3 weeks we will be preparing to work with our client by exploring one of the competencies I mentioned in that email. I’ve put together units that require deliverables for you to follow. We’ll share results in class so that the other teams have a sense of the work you’ve been doing.

For the proficiency project, we’ll be developing materials for our English department, both building on work started last year and helping them with some much needed research and content development.

You will select from the following teams:

  • Social Media
  • Document Design
  • Grant Writing

The social media team will be charged with researching how other English departments are using social media to promote their department and engage their students. We have two graduate students who have already begun this work, and we will be extending it. This involves looking at social media feeds, clipping/summarizing post strategies, identifying and developing hash tags. Our focus will be on Instagram and Twitter.

The document design team will be charged with making assets that can be used in our social media feeds. I’m thinking of images with text that can be posted to instagram–we should develop a kind of brand for these (same layout, fonts, font-size, etc). This requires we know something about aspect ratio.

The grant writing team will work on a different project–one that familiarizes themselves with the grant writing process (research, drafting a letter of intent, developing an application).

Let’s dig in and look at the project choices in more detail.

  • Complete your team work
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ENG 640 5: Paper Night, Postmodern Theory

Today’s Plan:

  • Paper Night
  • Postmodern Theory
  • Postmodern Freedom Rock
  • Article Review

Paper Night

I revised something quite long. I can do that.

Postmodern Theory

Recall Lyotard’s (terse) definition in 1979: “An incredulity toward meta-narratives” (xxiv).

How about Latour’s swipe: “I have not found words ugly enough to designate this intellectual movement–or rather, this intellectual immobility through which humans and non-humans are left to drift” (We Have Never Been Modern, 61).

The struggle to define postmodern theory. Selections from:

Postmodern Freedom Rock

The name for this unit stems from an old television commercial that would play during Saturday morning cartoons. We could probably talk about this ad for quite awhile; example: “Remember the good times, war, protest, going to jail?” I mean, how postmodern is that? Is it ironic? parodic? idiotic? All three?

Anyways, the relay here is the idea of the Greatest Hits compilation. I think we all realize that Greatest Hits aren’t necessarily the best songs, they’re often just the most popular, the most likely to be familiar. Same with the list below. These aren’t necessarily the best pieces written by these authors, but they are the most common, recognizable, cited pieces.

Let me reiterate here what I wrote in my introduction to the course: contemporary rhetoric is no longer invested in postmodern theory in the way that it was in the 1990’s and the early 2000’s. But so many of the scholars and teachers writing today were influenced by postmodern theory in that era. Understanding those debates/concerns/ideas will help us better grasp what 21st century rhetoric is working with and against.

Here’s how this will work: we will go around the room and everyone will select one reading as their central reading.

Then, we will go around the room and everyone will choose to be second reader on one of those initial five readings.

We will do one more round, so we will have five readings that each have a first, second, and third reader.

If everyone wants to read the same articles, then we can make that work, too.

Barthes “Death of the Author”*
Burke “Terministic Screens”
Burke “Definition of Man”
Cixous “Laugh of the Medusa”
Derrida “Sign, Structure and Play”*
Derrida “Signature, Event, Context”
Fiske, “Cultural Studies and the Culture of Everyday Life”
Foucault “What is an Author”*
Foucault “Nietzsche, Genealogy, History”
Foucault “Intellectuals and Power”
Foucault “Essay on Discourse”*
Haraway, “Cyborg Manifesto”*
Haraway, “The Promises of Monsters: A Regenerative Politics for Inappropriate/d Others”
Heidegger, “Letter on Humanism”
Heidegger, “Building Dwelling Thinking”
Heidegger, “The Way to Language”*
Irigaray, “The Question of the Other”
Irigaray, “The Wandering of Man”
Irigaray, “Women’s Exile”
hooks “Postmodern Blackness” (and “Representing Whiteness in the Black Imagination”)
Horkheimer & Adorno “The Culture Industry as Mass Deception”
Kristeva, “Women’s Time”
Levinas, “The Awakening of the I”
Rorty “The Contingency of Language”
Spivak, “Can the Sub-Altern Speak?”*
West “Black Culture and Postmodernism”
Zizek, “The Seven Veils of Fantasy”

Reading Review

For next week, I will ask that you write a one-page write review for one of our postmodern freedom rock selections. You should have this review completed before Sunday.

Sunday morning you will email your review to a second reader, who will provide feedback and email the review back to you (alternatively, you can voice chat with your second reader). What matters is that you draft a review, share it with a peer, and then revise. Before we leave tonight, we should identify who you are going to email and make sure you have their email.

You can use this template for your review.

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ENG 301 5: Job Analysis Draft Feedback, Discussion Section Brainstorm

Today’s Plan:

  • Job Analysis Draft Feedback
  • Characters and Actions, First Sentences
  • Discussion Section Brainstorm

Job Analysis Draft Feedback

I want to begin by going over a few things I saw in the drafts.

  • Job selection in data collection
  • Mentioning Brumberger and Lauer in data collection
  • Mentioning mediabistro.com and spring 2018 in data collection
  • How to Align a Table of Contents
  • AP Style and Hyphens
  • How to Set and Adjust Columns
  • How to Insert Page Numbers (LMGTFY)
  • What to do before a graph(s)
  • What to do after a graph

Discussion Section / Brainstorm

One thing I’ve seen in a lot of drafts is that the discussion section tends to just repeat (and maybe expand) the data section. I want to dedicate time today to talking about what these sections can do. I realize, looking through the draft, that I did not elaborate on discussion sections in the Canvas draft or in last week’s class notes. Although I did send out some instructions in an email:

  • First, you can compare your findings to Brumberger and Lauer. What is the same? What is different?
  • Second, and I think more interesting, you can talk about which of these skills students will develop via coursework at UNC and which of them will require extra-curricular attention. What activities, clubs, etc might help develop what skill?

I haven’t seen a lot of this happening in the drafts. I am seeing a lot of paragraphs like this one:

Within the tools and technology section, the results gathered that Adobe Illustrator and Google Docs were not something that companies are interested in their applicants having prior knowledge of. The companies reviewed were shown to prefer Microsoft Office over Google Docs. Adobe Illustrator did not appear in any of the Job requirements, as companies preferred applicants to have an understanding of Photoshop rather than Illustrator. Companies seem to have their focus more towards the ability to edit images instead of being able to use a graphic design program.

Most of that paragraph is just a (nice, concise) summary of the data. The last line moves into implications–that’s what I want. So I would delete the rest of the paragraph (or move it into the data section, perhaps replacing what is there) and write a new paragraph that begins with that final sentence. Now we have to think: where/how can a student learn to edit images while at UNC?

Now let’s think of a few of the other most important skills. And we are off.

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ENG 229 5.M: Work List #3, L, J, and U Cuts in Premiere

Today’s Plan:

  • Download Files
  • Watch Work List #3
  • L, J, and U Cuts in Premiere Pro
  • Homework

Download Files

In today’s class, I want you to practice the kind of cut I made last class–one in which we place some b-roll footage over someone talking. Those of you who have completed Lesson 5 have already worked with these (Edits and Overwrites).

These kinds of cuts generally have three names:

  • And L cut, in which we see paired video and audio, and then the video cuts away while the audio continues
  • A (less common) J cut, in which we hear someone talking while seeing something else, then cut to the synched video of them talking
  • A U cut, in which we see and hear synched audio and video, cut away to see something else while still hearing the video, and then cut back to our original shot

These cuts get their name from the shape they make on the track mixer.

Watch Work List #3

I’m excited to see what you’ve produced for today!

L, J, and U Cuts in Premiere Pro

Please download these files to your computer:

Things to Do:

  • First, let’s adjust the playback resolution on our program monitor (you can also do this for the source monitor). Note that this isn’t in any way impacting the quality of the final product. Note, too, that this can influence whether you see the full extent of a modification/visual effect. [Bottom-right of either monitor, Select Playback Resolution menu]
  • Now let’s check the size of our clips. I’ve selected these purposefully, since one was exported as an avi and the other as an .mp4 (clips > properties)
  • Setting Mark In / Outs
  • Over write vs Insert / Adjusting Time line inputs

Now lets try moving some text. We’ll do this using keyframes in the effects panel.

Homework

On Wednesday, we’ll talk about Worklist #4 (due next Wednesday). Basically, I’ll ask for a revision of Worklist #3 with two modifications: first, I’ll ask you to attend a bit more to the opening shot. Second, I’ll ask that you record a talking head narration and use L, J, or U cuts to insert b-roll over a single audio track.

Then we will work in groups of three on a dual-camera shoot. This will give us some footage to play with in class as we learn to synch audio.

Read Schroeppel, Chapter 5, “Camera Moves” and Chapter 7, “Lighting.”

Homework assignment: Adobe Premiere Classroom in a Book, Lesson 7: Transitions. Take a screenshot after “Applying Transitions to Multiple Clips at Once” and “Applying Audio Transitions”

So, I know some of you are still struggling with the lesson files. You will notice that the due date on this one is November 1st. So. You have time.

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Commenting on Student Papers

How Antiracist Writing Assessment Informs How I Think about Feedback

Before I talk about nuts and bolts, I want to lay down a few general principles that I’ve learned from research on antiracist writing assessment.

  • First–separate feedback and grading
  • Second–interrogate your rubric (both individually and as a class). Move away from subjective observation (which supposes that assessment should judge mastery) toward more objective observation (which supposes that assessment checks for effort at applying basic principles). For instance, here’s my ENG 123 rubric and here’s my more recent ENG 301 Job Analysis Report rubric
  • Third–by “interrogate your rubric as a class,” I mean use the rubric to score papers collectively as a class and talk about scores. Let the students see how you assess. Let them question you on it. Let assessment be a class activity. (De)familiarize potentially ambiguous concepts (just this week I did an activity in which I had the class score 6 different introductions and compare scores as a class, then we compared them to the scores I gave the papers). Bottom line: it is unethical to score papers using a device that hasn’t been made transparent to students. Make assessment a part of your in-class pedagogy.
  • Fourth–only assess what you have taught in class. This is a new one to me. But when you assess “grammar, mechanics, style” you are often assessing preknowledge. This unequally rewards previous experience rather than the effort and learning happening in your course. This is a major factor in the inequality we see across racial backgrounds in composition courses. So, if you want to grade a grammatical principle, then spend a day working on it in class. Then assess that specific thing in your rubric. Abandon a slush “mechanics” score.

Technology

I tend to use Google Docs for electronic commenting. I like the ability to switch between making comments in the margins and highlighting grammatical issues that I think a student can fix (and if I am in editing mode, I can do this without making a comment in the margins). This is important because of my belief in the importance of “Minimal Marking.”

Hierarchy and Minimal Marking

Comp research has shown that students can have a hard time distinguishing between the hierarchical order of concerns. Generally, I can think of at least 3 concerns, tied to the three primary canons of rhetoric:

  • Matters of Invention: What do we make of the argument of this paper? Is there a claim? Is there evidence to defend the claim? Has that evidence been treated well? Has the writer anticipated/acknowledged counterarguments?
  • Matters of Arrangement: Is there a path/thread through the argument? Are individual paragraphs well-organized? (Claim, Evidence, Analysis, Close) Do subheadings make sense? Within paragraphs is there logical continuity between sentences (does the predicate of sentence A generate a question addressed in the subject of sentence B?)
  • Matters of Style and Grammar: Is writing good words well done (etc)

If you “massacre” a paper, commenting on everyone of these concerns, then you are making harder on students to prioritize your feedback. Pick your battles. Make sure that the feedback you are providing is the most fundamental, important feedback that student needs.

One thing that can help with providing less-but-better feedback is to follow Haswell’s “Minimal Marking”: rather than mark off grammatical errors, simply put a mark next to the sentence and dedicate 10 minutes of class time to having student remedy any sentence with a check mark. Haswell’s research found that students can fix most mistakes on their own. I do this in Google docs by simply highlighting the period of any sentence with a mistake (or highlighting the mistake if I think it is a bit more esoteric). Students can come and ask me about a mistake if they can’t figure it out.

Also, don’t be afraid to force revision and prioritize one single learning outcome. Be focused. Take my ENG 301 Job Report Analysis rubric. The single most important thing these students need to learn is to concisely frontload their introductions. That’s the proverbial hill I am willing to die on with that report. There’s a ton of other important stuff, but that is *the* learning outcome that I want to prioritize. So, when I begin assessing the paper, I check the introduction first.

Actionable Feedback

Make sure comments aim at doing and revising. Try ending a comment with the opening: So here’s what I would like for you to do. Try revising this sentence by opening with blah blah blah or try restructuring this paragraph, forwarding this idea in the first paragraph OR can you write a stronger transition into this quote, one that gives me a better sense of who is speaking, what they are arguing, and why I should care? Concrete, direct, actionable feedback.

Feedback as Pedagogy

As I comment on drafts, I keep a Google Doc open. I’ll often copy and paste examples from student work and some feedback into those documents. Often I will turn elements into that document into a Canvas quiz that we can work on together in class, or into a collaborative google doc (etc).

I’ll often copy and paste examples from student work and some feedback into those documents. Often I will turn elements into that document into a Canvas quiz that we can work on together in class, or into a collaborative google doc (etc). Or I’ll create a worksheet to use in class.

Daiker’s Learning to Praise

I’ll end on an article that haunts me: that’s Donald Daiker’s 1984 article “Learning to Praise.”

Daiker’s study surveyed 300 FYC essays. He found that 90-95% of instructor comments on a paper are negative. Wow. This trend begins in high school and carries through almost all levels of collegiate instruction. WOW. When students receive a positive comment, they are most often a generic salutation to open the longer summation at the end of an essay. “Karen, I think you offer a compelling argument against straws but let me write 750 words on what you need to do better.” When I taught the practicum, a grad TA referred to this as the shit sandwich.

Many student writers can go their entire academic career without a positive writing experience. I don’t think a positive experience necessarily has to be gushing praise. It can be as simple as engaging an idea–taking it seriously (even if, perhaps, challenging it or playing devil’s advocate to help them make it better).

But as with the principle separating feedback and grading, think about the phenomenological conditions in which students receive, perceive, and process our feedback. While it is our job to assess writing, it is also our job to establish the conditions and atmosphere that helps learners learn.

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