Can You Hear Me Now? Audio-Taped Commentary for Student Drafts
Workshop or Panel Format
This session will present findings from a practice-based study on the effectiveness of audio-taped
(and comparison to written) commentary for revision across student drafts. The study took place
in several freshman composition classes and produced results useful for English Educators who
spend ample time responding to student drafts with the goal of advancing their writing.
AV Needs: Laptop and Internet connections
Can You Hear Me Now? Audio-Taped Commentary for Student Drafts
The issue of commenting on student drafts is one of ongoing importance in the field of English
Education. For students to develop as writers aware of rhetorical situations surrounding their
writing assignments and tasks, they need feedback from a vested “audience” member.
Historically, English and literacy teachers have served as this audience by providing written
comments about the content and conventions of student compositions. Frankly, they have spent
an inordinate amount of time responding to writing with mixed effectiveness. In some cases,
students read and learn from the comments demonstrated in their revision efforts; in other cases,
students dismiss the comments and do not learn from them. If the latter, results are revealed in
diminished revision efforts. Given the critical need yet time-consuming nature of the response
act, I have sought ways to sustain the quality of comments while increasing the impact yet
decreasing the time required.
My presentation will address a newer approach to deliver commentary: audio-taped remarks on
content of student drafts. This approach represents a fresh “possibility in English Teacher
Education” for the technologically savvy (and interested) educators and graduate students
involved in the “preparation of pre-service and/or in-service teachers of English language arts
and literacy.” Since the audience will consist of educators of future English teachers, a current
approach will be appealing since they and their students are very much “plugged in.” To
introduce them early in their career to a useful and structured approach to commentary could pay
long-term dividends for their students’ attitude toward writing.
Drawing from a study that I conducted in my world literature class in spring, 2012, I will
describe the logistics of using audio-taped responses, play a few samples on my iPhone, then
discuss the impact on student writing. Logistics include a free internet site: WavePad and a
headset to tape comments. Then, save them using a zip drive and email to students. In my study,
the majority of students responded favorably to the audio approach delivered for their final drafts
of a literary analysis. Some of their responses focused on the uniqueness, a willingness to listen,
constructive comments, and the “feel” of a conversation.
To engage the audience, I will discuss a topic relevant to all English educators. In the workshop,
I will compare the pros/cons of written vs. audio comments. To add practical application, I will
discuss the audio process to duplicate in their classrooms. This will include a user-friendly
packet of handouts with a sample transcript of an audio comment and student draft. If time, I will
invite the audience to discuss their experiences and tips relative to commenting on student
writing.