Late last week Jen shared this post about how she has tackled creating rubrics from scratch for her assignments. Today, I share my thoughts on how points can be allocated in your rubrics. 

One of big questions we must ask ourselves as teachers when grading writing is “how much feedback should I give each student?”. As Karly and Jen discussed in their post, rubrics are an incredibly helpful tool for providing feedback about various aspects of student writing. Depending on the goal of the writing assignment, the size of the class, and your workload, rubrics may not be the only way you give feedback. Today I’ll share some of my personal approaches for giving more detailed feedback as well as some strategies that others have shared with me. 

​As Brian mentioned earlier this week, grading is not always our favorite part of the job, but there are some things we can do to make our lives a little easier. 

​We previously discussed some grading tips and tricks in previous posts (find them here and here and in this guest post here) that could apply to writing assignments. Some of those include setting a time limit per assignment, grading by section (if you are grading a paper with multiple sections), and grading a small amount of papers at a time to break down the big task into smaller ones. Another strategy discussed in those earlier posts is creating and using quality rubrics.