‘Patty Mc Gee should be called the ′Writer Whisperer.′ She offers brilliant advice for helping struggling writers, accomplished writers, and all those in between.’
—Debbie Silver, Co-author of Teaching Kids to Thrive
The number one challenge of student writers today isn’t word choice, logic, voice, or even grammar and spelling—it’s buy-in. In Feedback That Moves Writers Forward, Patty Mc Gee shares how to’s for teaching that changes the writing-as-obligation vibe for good. She demonstrates the way feedback can inspire students to reach new heights as writers. With Patty’s help, you learn to:
- Resign from your position as Corrector-in-Chief and be amazed as students eagerly take over responsibility for refining their writing
- Apply the research on growth mindset and goal setting, whether you use a writing program or a workshop model
- Use tone, trust, and language to quicken students’ discovery of their writing identities and take risks when they are stuck
- Use student work to deliver clear, just-in-time feedback during planning, drafting, revising, and editing
- Use the online printable forms for delivering customized feedback with just the right wording
- Balance grading and feedback
- Help writers reflect so they are better able to apply what they learned about content, craft, and style to their future writing
One of the bravest things we can do as teachers is to admit when a long held practice isn’t working. Error-focused feedback is one such practice. So put down the red pen, pick up this book, and learn to say the right thing at the right time to develop fearless, original, and intentional writers—in any content area.
Table of Content
How This Book Works for Writing Teachers of All Stripes
Foreword
Acknowledgments
PART 1. WHY FEEDBACK MATTERS AS MUCH AS (OR MORE THAN!) THE LESSONS WE TEACH
Chapter 1. Effective Feedback in Writing: What We Know Works
Feedback: The Research Support
Why Don’t We Live the Research?
The Way Forward
Growth Mindset and Feedback
Making Space and a Place for Effective Feedback
Wrapping It Up
Chapter 2. “Integrading”: How to Live in a Grading World and Still Give Feedback
Grading Versus Feedback: What Are the Differences?
One Historical Perspective of Grading and Feedback
Designs to Help Feedback and Grading Play Nicely in the Classroom
Translating These Tools Into Different Grading Systems
What to Grade? A Subjective Answer to an Important Question
Wrapping It Up
Chapter 3. Feedback Fundamentals
Fundamental 1: Discover the Writer’s Identity
Fundamental 2: Set the Tone
Fundamental 3: Use Formative Assessment
Fundamental 4: Deliver Feedback That Has the Power of Three
Wrapping It Up
PART 2. WORDS AND WAYS TO TRANSFORM WRITERS AND WRITING
Chapter 4. When Writers Are Stuck: Feedback to Support Risk Taking
The Iceberg Illusion: The Bulk of the Writer’s Work Is Beneath the Surface
Risk Taking: How Students See It
When Writers Feel Stuck Coming Up With Ideas: Strategies to Try
When Writers Feel Stuck Elaborating: Strategies to Try
When Writers Feel Stuck With Taking Risks: Strategies to Try
Wrapping It Up
Chapter 5. When It Is Time to Stretch and Grow: Feedback for Goal Setting
Goal Setting: A Few Essentials
How to Set and Use Goals Effectively
Feedback on Goals From Classmates
Teacher Feedback on Goals
Designing Written Feedback
Wrapping It Up
Chapter 6. When Writers Need Ownership and Agency: Feedback to Support Choice Making
A Need for Choice, Now
Originality, Ownership, and Agency
Research Support
The Trust Fall of Developing Writers
Building in Choice as Part of Feedback
Feedback That Offers Choices in Research Writing
Feedback That Offers Choices in Text Structure
Feedback That Offers Choices in Elaboration
Feedback That Offers Choices in Grammar and Conventions
Wrapping It Up
Chapter 7. Feedback Comes Full Circle: Reflecting for Learning
Reflecting for Learning
Reflection as Feedback
Writer-Centered Reflecting
Writing-Centered Reflections
Conclusion
References
Index
About the author
Patty Mc Gee is a Literacy Consultant whose passion and vision is to create learning environments where teachers and students discover their true potential and power. Patty’s favorite moments are when groups of teachers are working with students collaboratively in the classroom. She does her best literacy research by practicing on her two children. Prior to her work as Literacy Consultant, she was Coordinator of Professional Learning in Literacy with the Northern Valley Curriculum Center. Previously, Patty was a fourth grade teacher, a Library Media Specialist, and a Literacy Coach. Patty received her Bachelor’s Degree in Elementary Education at Loyola University in Maryland, an Associate School Library Media Specialist certification through Rutgers University, and her M.Ed. in Teacher Leadership through Montclair State University. Patty has also studied literacy and literacy coaching through Teacher’s College Reading and Writing Project and Iona College. She has received the Milken Educator Award (2002), worked as a consultant for Workman Publishing, Scholastic, and Corwin Press, and served on several committees for the New Jersey Department of Education. Furthermore, she has been an adjunct professor at Montclair State University and presenter at the ILA, NCTE, ASCD, and Learning Forward national conferences.
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