by Nick Toebben As I was finishing my undergraduate degree at Wake Forest, I started to feel more and more like a machine. In a bid to graduate on time, nine of my final ten courses were in statistics—it was as numerical of a schedule as one could devise. As I progressed, I noticed that…
by Rachel Will How does one provide useful feedback in an age of information saturation? Going into the Fall 2016 semester, I knew my primary TA responsibilities were to provide feedback to the weekly and bi-weekly writing assignments for the students enrolled in the course. The class size was small, which is usually amenable to more…
by Evelyn Saavedra Autry Consider a graded paper covered in red marks, hard-to-read comments, squiggly lines, and cross-outs. What does it tell you about the grader? What does it represent to the student? What are the benefits for both the student and the teacher? I must confess, I am responsible for this sort of annihilation…
by Nicole Gallucci “Kill your darlings, kill your darlings, even when it breaks your egocentric little scribbler’s heart, kill your darlings.” —Stephen King, On Writing: A Memoir of the Craft I never really received substantial feedback on writing assignments during the first three years of my undergraduate career. I labored over my writing, always striving for…