What they are
In many of the courses I’ve taught at university I’ve
supervised students one-to-one. This has been at undergrad level 8,000 to
10,000 words dissertations on some aspect of literature, in my case usually teen
or children’s literature. At masters level that has been a 12,000 to 14,000
word dissertation, a 12,000 word creative project with a 2,000 word exegesis and
a research proposal, academic paper, or grant proposal and a presentation about
the same for a Professional Practice module.
Another undergrad module involves workshopping in groups on creative pieces
with some individual input from the tutor.
Differences and similarities
There seems to be a fundamental difference in the approach
to creative tasks and to dissertations. It seems fine to comment on drafts of creative
writing. It seems less acceptable to comment
on academic essays and dissertations.
I argue that there are more similarities than differences
and that having work critiqued by peers or staff can be a learning experience
for students. You pick up that they’re telling not showing, so teach them how
to show not tell. You pick up that their arguments are not well illustrated. Show
them how to illustrate their arguments.
Tutorial processes
Before any of that happens, however, we need to go through a
series of tutorials. It will differ from
student to student but this is roughly what I do. Also, throughout the time
that I work with the students I am in email contact.
Most of these meetings will be in person but sometime we might
operate via Skype of just email.
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Meetings, homework,
tutor actions
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Dissertation
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Creative Project
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Professional
Practice project
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1
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Establish student’s interests. Recommend reading. Set time
scales.
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Establish student’s interests. Recommend reading. Set time
scales.
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Establish student’s interests. Recommend reading. Set time
scales.
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Student’s homework
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Read.
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Read.
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Read
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2
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Pin down student to project. They should be able to make a two line statement
about what it entails. Brain storm bullet points.
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Pin down student to project. They should be able to make a
two line statement about what it entails. Get student to structure creative piece.
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Pin down student to project. They should be able to make a
two line statement about what it entails. Get student to structure essay, attempt applications
and put together proposals in bullet points. presentations
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Student’s homework
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Write opening paragraph and one other. Send to tutor for
comments.
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Write a first draft of creative piece.
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Prepare the presentation.
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Tutor actions
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Tutor comments on writing style
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Tutors comments on overall structure and general writing
style.
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Tutor looks at presentation and comments on overall shape
of project.
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2a
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Tutor watches presentation and comments presentation skills.
On this module this can be done in class with other students watching and listening
to tutor’s comments.
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Student’s homework
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Complete first draft
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Complete further draft
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Completes first draft of project.
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Tutor
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Comments on student’s work.
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Comments on student’s work.
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Comments on student’s work.
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3
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Face to face or Skype meeting to ensure student understands
comments.
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Face to face or Skype meeting to ensure student understands
comments.
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Face to face or Skype meeting to ensure student understands
comments.
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Student’s homework
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Response to what tutor has said in preparation for a further
draft.
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Response to what tutor has said in preparation for a further
draft.
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Response to what tutor has said in preparation for a further
draft.
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Tutor action
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Tutor looks at the nitty-gritty – how does student’s writing respond to the mark descriptors.
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Tutor looks at the nitty-gritty – how does student’s writing respond to the mark descriptors.
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Tutor looks at the nitty-gritty – how does student’s writing respond to the mark descriptors.
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4
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Make sure that student understands comments
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Make sure that student understands comments
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Make sure that student understands comments
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5
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Discuss feedback after work has been marked.
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Discuss feedback after work has been marked.
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Discuss feedback after work has been marked.
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Note, when the tutor sees the work they are not marking it. They are critiquing it and homing in on what
the student could do better. This becomes a teaching / learning situation. The better the student responds the better
their project will be eventually. We’re pealing back layers. However, tutors
should not see the final draft. The student has the ultimate responsibility for
that.
Often project such as these are second-marked by an appropriate
colleague. It can seem as if the tutor is being marked. Usually the supervising
member of staff will be the one that knows the most about the topic. The second-marker make sure that the fits marker
is making sense of the mark descriptors
and is being objective in their assessment.
