WID encourages faculty to develop grading strategies and/or rubrics that emphasize the different functions of low- and high-stakes writing:
- For low-stakes writing, minimal feedback can emphasize how the process of writing builds understanding (as well as helping to minimize the grading load for faculty).
- Rubrics or grading guides developed for high-stakes assignments can help faculty measure a student's progress towards meeting broader course goals.
- Peer reviews encourage students to see critique and revision as part of the process of creating a well-written document.
- Some WID professors give feedback in letter format to students. These letters 1.) summarize the apparent goals of the piece of writing; 2.) identify a few of its overall strengths 3.) point out larger order weaknesses for revision, such as organization or argument; 4.) identify one or two patterns of error in grammar or spelling.
- Included in each WID portfolio are samples of well- and poorly-executed student work from your revised course.
Examples of student writing provided by former faculty participants.