The comment of the student

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English 102
Beyond the Red Pen: Clarifying Our Role in the Response Process.
3/28/2020

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Rhetorical analysis on the story: Beyond the Red Pen
The main purpose of this author is to teach the writing in the twenty first century. Threefold was
the main purpose of the story. This paper has the main purpose to analyses the students paid the
attention towards the written comments made by the teachers or not. The author has described
the two research studies which help in examining the perspectives and aspects of the teachers
and the students (Moayeri, 2005). The responses of the teacher studies are taken and integrated
into the learning process. The comment of the student is believed by Nancy Sommers by taking
their respond.
Another purpose of this story is to putting the attention towards the commenting of the teachers
and the students should understand that the commenting is beneficial for them to improve their
writings and helpful in the future written assignment (See and Bonnie, 2018). The main purpose
is that comment is representing the symbol that the student needs to focus on that so that the
problems and mistakes which they have done earlier should not be made further anymore.
The teachers want to improve the writing of the students so they make those comments by
circling the words. In the mid-west, Molly was teaching the students in the medium sized private
high school. She is used to teach the students about the English sophomore which is basically the
American literature course (Cashman, 2017). Several authors were read by the student in the
second year such as Thoreau, Poe, and Fitzgerald. The students have to do the literature analysis
of the authors they read and also do the persona narratives.
Moly used to mark the grades for the students for the essay or literature review they used to
write. Molly has graded the set of the papers. On each students essay she has given some grades
and numbered 6-12 comments. The copies of questionnaire are passed to the student one is for
the peer review and the other one is for the author of the essay (Ahern-Dodson, 150). The student
paper was filled of comments so those comments are helpful for the future draft of the students.
The other evidence which has received from the story is that Molly allowed the students to look
at the numbered responses so that they could do the revising from those comments and can write
their future assignment effectively.

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Evidence is that Molly evaluates that the students retuned the questionnaire completed so that
she understand that how much the students understand more the module. In the story the
comment has been categories by the author in the two levels which is the function and the
appearance. When the comments are described in the word symbol or in the combination of the
letters then it is the appearance. The examination of the comment is also done by the functions
through the Molly. The author has stated in the story that categories of the comments have
become clearer then they have look the responses (Bardine, 2000).
In the story the author has analyzed the student’s reviews also towards the comments of the
Molly. From the evaluation of the student it was analyzed by the author that the main reason
behind the teachers respond to the students are that through the writing teachers can evaluate
what are the wrong thing which the students are doing.
Some other researchers have conduct their own research and it was founded that the teachers of
the high school and colleges overwhelm the students by writing the negative comments only.
89% of the teachers have found some writing errors on the student papers which are noticed by
the Daiker, Dragga and Harris.
The student’s perception towards the grade is good as they get to know the error of them through
then comments and they can improve on them by focusing on that. The students are equating one
with the other and they can improve as writers by focusing on the comments. In the story, the
author has explained the Molly response towards the study (Cashman, 2017). The author has
examined in the story research that commenting style of his is not reflecting the teaching of
writings as he focused philosophy towards the writings.
It was good to see by the author that how students are responding to their literature. The students
can also raise the praise through the conference opportunity which was evaluated by the author.
The author has come out with the two or three question in the conference meting and asks the
students what they like about them and what has to be improved upon. The authors have
answered their responses and it was found out by him that many students were agreeing on him
that the students are not really thinking about the reading and comments (Kilpatrick, et al., 460).
The students of the author learn through their writing and their instruction policy has matched

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with the teaching practices. For the every written assignment it was not possible to do the post
commenting conference as it is the item constraints.
The author has worked with the two teachers which are Molly and Liz and he has learned how
the good classroom looks like. So in the story the author has analyzed that the commenting style
is essential as the students learn from the errors and it becomes easy for the teachers to teach the
student (Moayeri, 2006). To respond to the student writing is essential as it helps in opening the
door for the effective dialogue.

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References
Ahern-Dodson, Jennifer, and Deborah Reisinger. "Moving beyond corrective feedback:(Re)
engaging with student writing in L2 through audio response." Journal of Response to Writing 3.1
(2017): 129-152.
Bardine, Bryan A., Molly Schmitz Bardine, and Elizabeth F. Deegan. "Beyond the red pen:
Clarifying our role in the response process." The English Journal 90.1 (2000): 94-101.
Cashman, Kevin. Leadership from the inside out: Becoming a leader for life. Berrett-Koehler
Publishers, 2017.
Kilpatrick, Jennifer Renée, and Kimberly A. Wolbers. "Beyond the red pen: A functional
grammar approach to evaluating the written language of deaf students." Psychology in the
Schools 57.3 (2020): 459-474.
Moayeri, Maryam. "Beyond the Red Pen." International Journal of the Humanities 3.2 (2005).
Moayeri, Maryam. Beyond the red pen: searching for authentic audiences. Diss. University of
British Columbia, 2006.
See, Monica, and Bonnie Becker. "New ways of doing old things: Beyond the red pen." Literacy
Learning: The Middle Years 26.1 (2018): 28.