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You have worked for hours. They are halfway through an 84-sided paper, and they are still not sure what the main argument of the student is. Writing is not bad in itself, but the student tends to favor excessively complex expressions. First, they believe that they see things, and then they recognize, no, no, the student really wrote a single set, which is a side that is spaced a long single. If you try to increase the intentional meaning, you are trying to leave a comment that reminds the student that while the ancient Greeks have not been punctuation, the language has since a long way.
It's easy to lose patience if you dust with unwinded writing - especially when writing comes well with you. However, if you ever had your own writing, you know how personally the process can be. How an editor communicates with you can make a world of difference.
I know this out of the first hand because I wrote the second practical order for the Scribbr Academy, the Scripibbr training program for new editors. Although we have added grammatical, stylistic and structural errors to make the text better for training, I still think about it as my own paper.
As an English senior editor, part of my work is to check new editors at this practical order to help you grow as editors. Every time I check a new editor feedback of a new editor, I will remember what it feels to be in the shoes of the student. Many scribbr academy editors have given me real feedback that I took heart. I saw first hand as a bit of individualized advice can bring a long way to take a positive relationship with a student.
On the other side, hardly formulated comments blew my feelings. For example, I had my paper with the name "incomprehensible", "nonsensical" and "unfamiliarity" - sometimes in the same sentence. This type of comment can leave me that I felt defensively and discouraged, although 10 years have passed since I wrote the paper.
The most important thing I've learned that my work has been edited so often is that it is important to treat the students friendly and thoughtful. When a paper is confusing, boring or hard to follow, remember that a real person has written it. By keeping this in mind, we can make a positive difference in the life of the students.
Here are a few tips on how to write motivating and constructive feedback for students:
Be specific. simply set that a sentence needs to be rewritten can be frustrating for students who have given their best. The problem indicates and how to be repaired, it can help students learn from their mistakes.
Make your comments customize. Tell a local-speaking doctoral doctor who missed a typo, starting sentences with a capital letter could be as conducing. Similarly, an entry into a discussion could rehearse about a dark grammatical point, a student with limited English-speaking skills. Keep your audience.
Do the place from your comments. Students may feel overwhelming to see 20 comments in the first two sides; You may also wonder why it does not go to an end. The distance from their comments will calm the students that they are dedicated to different sections of their papers of the same attention.
Do not use a hard language. You write feedback to people who often give their best. Avoid words like "incomprehensible", "incomprehensible," and "irrelevant" that could make the students feel defensive. Instead, keep your feedback constructive. Focus on possible solutions, not the mistakes itself.
Do not phrase your advice as commands. This approach often rubs the students the wrong way. Remember that the paper finally belongs to the student as an author, not as a publisher, and turning their suggestions as recommendations. You ideally want the students to be recorded for their feedback, so it's important to bring them to their side.
Generalization or assumptions are not generalized. stick to the facts. Instead of taking assumptions about the educational level of the student, the breed or background, just give their observations over the paper.
Do not be condescending. treat the students as equal. Only because English is not your first language, that does not mean that a student is unintelligent, inexperienced or otherwise. Your know-how is just in other areas.
(and take a stitch when editing my thesis?) Test your language knowledge by taking our quiz and is on an English, German, Dutch or French editor.
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