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grading-essaysEnglish teachers often look upon their math and science colleagues without a shred of envy while, ironically, they look upon us with pity. “At least, I don’t have to grade essays!” they say. If only, they knew…

Along the way, I have picked up a few tips that make grading writing more efficient. I am hesitant to say that all these tips make the grading process faster or easier (some of them may), but the ones that do not speed up the process do help to keep me focused and objective.

 

Tip #1: Use a Checklist

Whether it is a formal rubric or a checklist of items you expect to see in the paper, make one for every single writing assignment. You can find or make free rubrics online, or you can create your own. Share your grading criteria with the class. Some teachers like to be as specific as showing students the actual rubric while others are purposely vague: “I will look for how well you answer the prompt. And yes, grammar, spelling, and mechanics count as well!” Determine how many points each item is worth, and stick to it as you grade each paper. Try not to let your feelings hinder you from deducting points. (Hey, I hate having to take away points from the world’s kindest student, but you do that child no favors if you mislead him or her into thinking he/she writes flawlessly. I have learned this the hard way.)

Tip #2: Choose Anchor Papers

I always follow this tip whenever I am grading a difficult paper, especially if it is new to me. (Rhetorical analysis, anyone?) Skim through all the papers you have and find the best one. This paper is your 100 (or, at least, the highest point-earning). You can judge all other papers by this one. It also helps to list the qualities of the anchor paper that make A-quality. Just make sure that the traits match up to whatever you have listed on your rubric or checklist so that you are as fair as possible to the other students.

I like this method because it ensures that students are earning their 100s and that the students who did write the best are truly valued. Before, I would grade each paper in isolation from the other papers. I usually regretted it, as I would give a high grade to a mediocre paper but would not know just how mediocre it was until I saw a better-written paper. Because I had not seen an A-quality paper beforehand, I had a skewed frame of reference. It does an injustice to the students.

Tip #3: Sort the Papers

If you do not like using anchor papers and you are still having a difficult time figuring out how to rank each paper, try sorting instead. Make at least three piles. One pile can represent the “strong” or “exceeds expectations, another can represent “so-so” or “meets expectations,” and the final pile can represent the weakest or papers that do not meet the minimum requirements. With a rubric, you could sort them into numerical piles instead. Your strongest papers represent the highest grade and so forth. Later, look at each paper, one pile at a time. Ensure that all papers belong in their respective piles; you may find that you need to move a paper up or down once you have compared it to all the others. This method also ensures that you are fairly weighing your students’ writing ability and that students earning 100s have truly gone above and beyond.

Tip #4: Make Notes

Instead of writing the same comment over and over again on each paper, note commonly occurring mistakes or characteristics on a separate page. For instance, several of your students could be writing fragments with subordinate clauses, or they could be seamlessly integrating quotes into their writing. You can use your notes to share your observations with the rest of the class (“Good job with those quotes! I especially enjoyed this one…”), and you can use the notes to help you determine the next mini-lesson (“OK, class, today we need to learn the difference between subordinate clauses and independent clauses…”).

On a side note, using a revision key (make up your own or find one online) can also save you time. You need not write out “run-on sentence” when you could simply write “r.o.”
Tip #5: Grade during Class

Oh, yes, I did! That is, you can grade during class as long as that class is working on a timed write. Say your first period completed a timed write, and now your second period is also completing a timed write. If this class does not call for you to closely monitor them, why could you not sit down at your desk and grade papers from the previous class? Or, your later class could work on another equally valuable and independent activity that allows you to sit at your desk. This process will, at least, help you put a small dent in all that paperwork.

 

Tip #6: Never Grade While Angry or Sad

Sometimes, we find a reason to get angry about some aspect of our jobs. Whatever the cause, anger has struck. Grading in this state puts you at risk for slash-grading. Slash-grading is when you angry slash through a student’s paper, finding fault with any and every item you come across. Whenever you find yourself in this state – PUT THE PEN DOWN so no one gets hurt.

Other times, we find ourselves in a funk. That cloud of gloom could come from anywhere. Grading in this state could either make you feel more depressed, lead to anger (see the previous paragraph), or lead to undue leniency. Again, you should put the pen down and do whatever needs to be done to cure your blues.

And these are my tips, accumulated from my mentors’ advice and my own experience. I hope that you have found something useful. Even better, you could offer your own tips in the comments section below!

Mrs. Filler, or Savage Fill to her students, has been teaching high school English for a decade. In...

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9 Comments

  1. These are great ideas. i feel the power of anchor papers when I share graded SAT essays with my tutoring students. My five minute explanation of grades don’t compare to the eye-opening read of a model essay.

  2. Daisy – this is a fantastic article. I shared it with my fellow English teachers. We all become very overwhelmed when we have 140+ essays to grade, so reading this was equally refreshing and reflective. Do you have an example of a checklist you’ll put together?

    1. Thank you, Jake! I use checklists for minor writing assignments, as opposed to rubrics for research essays. Let’s say I asked the students to describe the theme of some story we’ve read. I might count 10 points (or more) toward a sentence clearly describing the theme. I would dock another 5 or 10 points for lack of explanation to justify the theme, and 5 points for everything else (e.g. A student wrote down the wrong name for the character, so I deducted 5 points from his score). Another time I created a checklist to grade my students’ outlines: 10 points for clear thesis statement, 5 points for format errors, and 5 points if outline was inconsistent (mix of phrases and sentences instead of one or the other). A checklist keeps me focused and as fair as possible. As for rubrics, I search online until I find one I like, and even then I modify it for my class. I hope this helps!

  3. Yes! I also have come to the same conclusions as you. One of the things I do, is read all of the papers first, then sort them, and lastly select the anchor papers. A checklist or a rubric is the easiest way to not only grade papers but also presentations and projects. I agree with all your points and tips. If you have taught for a while, you will find these tips on your own along the way. Thanks for sharing, in many cases the experienced teachers “just do it” and don’t really think to share because in the majority of cases and situations it is second nature to the veteran teachers. I realized this as I was mentoring new teachers. Since I did realize this, I always said to the new teachers, ask me why I am doing something…and like as not, it made me reflect on my own practices and because of that I am a better teacher due to their questions.

  4. I also read through all of the papers once. Then I read through again with a pen in hand (I use things like r/o and inc/parag to minimize writing). Finally, I sort through those that are top papers and issue grades. For all of the longer essays (research paper, autobiographical essay, descriptive, how-to, and persuasive) I have a rubric. I really like the idea of an anchor paper to help me remember what a quality paper looks like – for whatever type of paper I’m working with at the time as well as for the level of writing of the current class. Thanks for the tips!

  5. These tips are wonderful! I have been teaching US History for many years and emphasize writing. I really like tip #3 because it allows you to quickly look over all of the papers to fairly weigh their papers, as you pointed out.

    Thanks!

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