Note: This page will be updated with new documents whenever they are created.
Overview
General feedback comes in many forms. Most instructional posts double as general feedback, because they offer insight into the learning process or analysis of the skills and traits being taught or honed. This page is another version: a series of Google Docs designed to be copied or printed for use by students.
The process of applying general feedback to your specific work is as valuable as individual comments and one-on-one conferences. When you make the connections yourself, you strengthen them; there is a gestalt click when you see how a general idea applies to your own work.
You will benefit the most from writing down your questions and thoughts as you read general feedback. Writing, as always, brings more permanence to the process. You can use that writing for conferences, follow-up emails, and so on.
🗎 General Feedback Documents
Click the bolded link at the start of each paragraph to load the document. You can then make a copy of it or print it for note-taking and analysis.
🗎 Brainstorming for the Personal Narrative Essay | This is an annotated copy of a student’s answers for a brainstorming assignment for the personal narrative or college essay. The prompts required are included.
🗎 Goal-Setting & Staying On-Task | This is a lecture on how to set specific, academic goals at the start of each class period. It also stresses the importance of remaining on-task for the period.
🗎 Grade Abatement Basics | This is general feedback on what it takes to earn a top-tier profile in this course. You should be able to explain, in your own words, the criteria for a top-tier profile. This document is a little longer and more instructional as a result of the importance of this topic.
🗎 GAP Report Paragraphs | This specifically covers the required writing that goes with every GAP report. The most recent versions of these reports embed the written analysis in the quantitative Google Form.
🗎 Effective Writing and Other Basics | This is all-purpose feedback on a number of topics. It includes feedback on missing assignments; on submissions that are blank; on plagiarized responses; and on student work that is insufficient. If you ever fall into one or more of those categories, you need this.
🗎 College Essays: Show and Tell | This general feedback on the college essay includes all the resources you might need, plus a discussion of the performative/authentic balance required. An article on the show/tell dynamic is also emphasized.
🗎 The Age of the Essay: Guided Analysis | This is general feedback about the guided analysis assigned here. Your job now, whether you did exemplary work, nothing at all, or something in between, is to understand how to apply these ideas to the essays you write. The point of reading practical philosophy like this is to use it.
🗎 Edpuzzle: What Is Literature For? | This is feedback on a video-based assignment that preceded the student-driven selection of a work of literature in October of 2020.
🗎 Reader-Response Writing | This was posted as part of the final week of work on the literature-based project in January of 2021. It contains exemplars, scored models, and general guidelines for reader-response essays.
🗎 GAP Q1A Triage Notes | Another potentially helpful look behind the scenes. This covers a lot of information about individual concerns and needs. It would probably be most useful as a guide to how the course functions to help individuals. All student names are removed.
🗎 GAP Q1A Assignments (Teacher Notations) | This is for Q1A of 2020. It is organized by student number. Like the overview of GAP notes here, this is a look at the exhaustive note-taking that helps determine student profiles. Students can use it to double-check their missing or insufficient work — alongside the post on the distinction, of course.
🗎 Q2 Updates: 11/20/2020 | This is a letter that was also sent home to parents and other stakeholders. It details the WIP GAP scores posted on 11/20, the classwork and homework required throughout the previous week, and the necessity of reading flipped instruction.