How should teachers support students that are working on a written draft, given that students may be reluctant due to past feedback?

Providing students with multiple opportunities to self-correct before assigning a grade is a highly supportive approach. It allows students to engage in the writing process actively, fosters a growth mindset, and helps to build their confidence. When students know they can revise and improve their work based on their understanding and reflection, they are more likely to take risks and learn from their mistakes.

This method acknowledges that writing is a process, and revisions are a natural part of that process. It shifts the focus from merely achieving a grade to developing skills and understanding over time. Students who have faced criticism in the past may feel overwhelmed or hesitant to submit drafts; knowing they can refine their work can alleviate some of their anxiety and encourage them to express their ideas without fear of immediate judgment.

Encouraging peer editing before grading could also be beneficial, as it allows for collaborative learning and support among classmates. However, it may not directly address the individual concerns of students who have had negative experiences with feedback. Assigning a lower weighted score for drafts might reduce the stakes but doesn’t provide the same level of engagement and learning opportunities. Limiting feedback to positive comments could create a false sense of achievement and does not help students understand how to improve their writing.