Professional essay writing help

I even retain comments from previ- ous classes when students might take another class from me. When Jennifer got her first response from me, it surprised her: - I will never forget it because of how scared I was when I saw it.

Usually the only time that a teacher takes time to write to stu- dents personally is when they did something awful. I began to read it and I remember you told me that it was a great start.

I was nervous enough to actually have you read it, and with you starting the letter with a compliment it gave me the courage to do the next draft. My mom knew that I was nervous about turning this paper in to you, so after I got the response note I had to show her. She was also shocked that a college teacher would take time to write all of his students personal notes like that one. I notice that by telling Jennifer she was off to a great start, I got our relationship off to one too.

Both Jennifer and her mother are struck by the personal nature of the response, which also indi- cates that this exercise serves to build a relationship. In the interest of building a relationship, probably the most important element of my responses is what is not included. Despite this minority opposition, I remain convinced that this decision is crucial to my ability to use my responses to really teach and to build relationships.

Because my comments are not tied directly to a grade, my students are more likely to read what I have said rather than just lumping my comments into a grade category. If there is no grade, however, I can assess freely without wincing. Cover letters also help me to be freer and more honest in my responses. When I read in a cover letter that a student is ex- tremely frustrated with a piece and recognizes several specific flaws, I know that what is needed from me is not critique (the student has already done that) but encouragement and coaching about how to deal with these flaws. We should prob- ably get together and talk about your purpose for this piece and who you think the audience is. The conference then lets me build on the relationship already established in our written dialogue (and, of course, in classroom interactions). As I write my responses, I try to take the ongoing relation- ship summarizing paraphrasing with the student into account. In responses to rough drafts, especially early in the semester when the relationship is still new, I tend to limit my comments to praising specific features and asking lots of questions professional essay writing help intended to help the help with writing a thesis student consider other possibilities for the paper. My purpose in such comments is to appear to professional essay writing help the student as an ally who is interested in and able to offer useful suggestions for writing, not as a tyrant or judge who wants to take over the writing. You ask questions about the characters, the story, and the point, which gets me to think.

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I have found out that my peers can tell me if it makes sense with organization and style, but usually when I am stuck I come to you. With such busy, diverse students and so many students who consider them- selves marginal in the academic world, building relationships with individual students is crucial for student success and retention. As mentioned earlier, nearly all the students at Century are in some sense marginal in the aca- demic world, and many are keenly aware of it. They need to know that someone in the academic world is on their side and believes they can succeed. My written dialogue with students al- lows me to connect with these professional essay writing help students and make a difference in their academic lives. At the heart of any pedagogy concerned with dialogue is the work of Paulo Freire, especially Pedagogy of the Oppressed (2000). In my efforts to understand Freire and apply his theories to my own classroom, I have been drawn repeatedly to the work of Ira Shor in books such as Empowering Education (1992) and Critical Teaching and Everyday Life (1980). Like Shor, I seek to create a dialogue in which the student speaks first and has the opportunity to define where our dialogue will start. Likewise, Brooke Horvath summarizes a va- riety of scholars who suggest that response to student writing must develop a relationship of trust and safety (1994, 212). While all of this theoretical rationale is convincing and im- portant to me, my practical experiences and the dialogues I have been involved in as both a teacher and a student remain more convincing and more important. I first implemented this approach because I saw it done and done effectively by my teachers and colleagues. I continue to do it because I see the benefits it brings in practice to the wide range of students I see every day, students who often enter my classroom with little or no confidence in themselves as writers or students.

Through our dialogues and our relationships, I can challenge and encourage them to develop their skills, their knowledge, and their confidence.

For more on reflective memos, see Jeffrey Sommers in this volume and elsewhere (1984, 1985) and Kathleen Blake Yancey (1998). Libby Allison, Lizbeth Bryant, and Maureen Hourigan. Empowering Education: Critical Teaching for Social Change. The 1,600-2,000 stu- dents, whose average ACT score fluctuates in the 15 to 18 range, live within driving distance of our commuter campus in south- western Ohio, situated halfway between Cincinnati and Dayton. The median age of our students is twenty-seven, somewhat more than half of them are female, and 85 percent hold jobs while attending college.

Over 40 percent of the students are enrolled part time. While the overwhelming majority are white, some minority students are enrolled. Many students come from Appa- lachian backgrounds, with a majority being the first generation of college students in their families.

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