The Idea of an Essay, Volume 3

136 The Idea of an Essay: Volume 3 Many students dread one thing above all else: red ink. As a student, I never enjoyed receiving my papers frommy teacher because I knew I would then have to decipher the comments and red markings on my paper, which would them mean revision. To the student, this paper looks like it has been murdered, with red splattered everywhere. The student is discouraged and has no idea what to fix or why that section needs correction. Because teachers rarely explain these comments and corrections, the professor’s instruction is ineffective. Thus, some students fail to correct these problems and receive a corresponding grade. However, if the professor allowed the students to critique each other’s papers, the students would benefit greatly, the professors would not have to spend time grading rough drafts, and the students could implement their knowledge of writing. While there are many potential problems with this system, such as students giving bad suggestions or offering fluffy comments, this system can be beneficial to all students. However, there is one prerequisite to this practice: the teacher must inform the students, in detail, how to properly write. Without this clear instruction, students will only know how to give unhelpful advice to their peers. But once they know how to identify good writing, not only can they help other students see flaws, this system also provides confidence because he or she finally understands the mystery of writing and is able to aid others. This is social writing at its best. When a student is able to articulate the essence of good writing to his or her peer, a teacher has successfully taught that student and given him or her an opportunity to apply these new found skills. While it is helpful to receive suggestions and criticism from peers, full social integration in classroom writing involves the critique of the professor and other experienced writers. First of all, the thought of discussing papers privately with a professor terrifies students. A sense of dread comes over him or her. Students think that it will just be a half an hour session in which the professor will destroy his or her hard work. While these ideas are often unrealistic, they still cross the minds of students. However, most writing professors are willing to review a paper with the student. Just because a student had a bad experience in high school, discussing the paper does not have to be traumatizing and it can be one of the most beneficial ways for a student to understand the material, gain a firm grasp on the paper, or make needed revisions. Aysegul Bayraktar in his research