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Welcome to The FAVORS Glossary!

The FAVORS Glossary is a list of popular feedback comments professors write within the margins of student essays.

The glossary grows from a primary concern for college students who struggle with the process of revising academic papers. It serves as a comprehensive solution to bridge the communication gap between English professors and students of writing and research papers. It answers the question, “What does my professor mean by this?”

The mission of the eLearning glossary is to provide the definitions of common margin comments English professors use as grading tools; serve as an online, self-help resource for both English professors and for students; suggest and design practical methods for teaching revision; and start a national dialogue where students can “add” comments professors have used to grade their papers.

In essence, The FAVORS Glossary functions as an instructional website.

THIS SITE IS CURRENTLY UNDER DEVELOPMENT.

Thank you for your patience (last rev. February 11, 2017).

Copyright 2011-2017. Regina Y. Favors. All Rights Reserved.

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Welcome to The FAVORS Glossary!

THIS SITE IS CURRENTLY UNDER DEVELOPMENT.

Thank you for your patience.

Overview

The FAVORS Glossary is a list of popular feedback comments professors write within the margins of student essays.

The glossary grows from a primary concern for college students who struggle with the process of revising academic papers. It serves as a comprehensive solution to bridge the communication gap between English professors and students of writing and research papers. It answers the question, “What does my professor mean by this?”

The mission of the glossary is to provide the definitions of common margin comments English professors use as grading tools; serve as an online, self-help resource for both English professors and for students; suggest and design practical methods for teaching revision; and start a national dialogue where students can “add” comments professors have used to grade their papers.

The FAVORS Glossary functions as an online teaching blog.

Unique Features

The FAVORS Glossary online teaching blog derives from the writing textbook titled “The FAVORS Glossary: Guide to Using Margin Comments for Revising Academic Papers (Self-Help Version). The textbook is currently in development for print publication and commercial distribution.

Both the print and online version house over 150 margin comments; practical teaching and academic life tips; in-class group activity worksheets (printable); and revision tasks to help students develop revision planning objectives.

The glossary functions similarly to the university English department’s “drop-in writing tutor.” Therefore, it is conversational in tone.

To be sure, the glossary is not research-based. Instead, it uniquely represents a self-help tool for college writers of research papers. It grows from  the personal experiences of our teachers and students of English and writing.

Mission

The mission of The FAVORS Glossary is to provide a uniform code of margin comments and close the communication gap between teacher and student.

Our goal is to serve as the premier online resource for college writers who struggle with understanding and applying margin comments during the revision writing process.

Organization

The FAVORS Glossary presents margin comments as blog teaching posts, which include both content and references to parts of a student’s sample paper on Steinbeck’s “Chrysanthemums” and additional essays.

A margin comment post falls under a particular category and may include a figure represented as an essay excerpt or a checklist; and/or a table. With this in mind, we provide links between margin comments, figures, tables, and categories. Some of the figures form the basis for group/homework activity worksheets. They are practical teaching tools for ushering in-class peer group discussions.

The glossary provides Analysis Revision Tasks where students will learn how to correct papers for logic, chronology, cohesion, and supporting evidence.

The glossary also offers academic life tips and additional practical teaching tools in the form of case studies.

About the Author

Regina Y. Favors is the author of The FAVORS Glossary.

Ms. Favors currently serves as the President and Editorial Director of Favors Writing Management, a content development and communications management company specializing in professional writing, editing, and blog management solutions. FWM is the commercial services arm of Favors Learning Center (FLC), a learning management solutions company.

Ms. Favors is the CEO and Chief Instructional Designer of FLC. Ms. Favors is responsible for the design of educational support services and curriculum development solutions for government and local business industries.

Ms. Favors first wrote the glossary as quick-reference checklists for drop-in writing tutors of various university and college campuses. Through careful planning, Ms. Favors subsequently evolved the checklists into a writing textbook companion, which primarily functions as an off-campus tutor.

Company

Favors Learning Center designs the content and structure of The FAVORS Glossary.

Favors Writing Management designs and manages the online distribution of content.

Status

The FAVORS Glossary is currently in development.

Although we have added all of the comments and figures, we continue to revise content for grammar, logic, and graphic visibility. We are in the process of adding links between figures and PDF and Word documents.

We are also adding more “Guide” pages (linkable) to help teachers and students understand the structure of the glossary so that material is easily retrievable.

Bear with us as we develop the blog to maximize its fullest potential.

Feel free to click on any one of the categories to access information about a comment.

Use the “Guide” tab to help you locate information quickly.

The “Index” tab houses links to all of the comments; we have alphabetized them to help students locate a comment that might apply to their papers.

We are grateful that you stopped by and please visit us again. Tell a friend about The FAVORS Glossary.

Have a great day!

RYF

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Welcome to The Favors Glossary!

Overview

Hello everyone! This is the first post for The Favors Glossary. Below I will discuss how I arrived at this idea. I will explain my process for the book from 2006 to present-day. I will offer also some kind of direction for what I hope to accomplish for the blog.

Drop-in Writing Tutor

During both my undergraduate and graduate studies at San Diego State University, I served as a drop-in writing tutor. Students would sign up to see a tutor and I would be there to help them through the woes of writing and revising the academic paper. As I continued to serve in this role, first as a classroom tutor and then later on as a drop-in, I became frustrated with the notion that the writing tutor was (and is) supposed to be some kind of doctor. “Fix my paper so I can turn it in and get an A,” a sentiment I believed many students had of teachers and tutors alike.

What I wanted for the drop-in tutor position and the teaching profession was to provide tools for students to use to help them assess, analyze, and revise their own papers. Why can’t the student sit down and look at their own paper? Why can’t the student take the professor’s comments and apply them to their paper? You know why the student can’t do this?

The number one reason is this: all of us have never been taught “how” to revise our own papers.

Now here comes the debate. I can hear an English teacher at this point in the blog say, “I do my best to help my students. It is up to the student to buckle down and just learn the material. I can’t learn the material too.”

That’s not what I’m writing here. What I mean is this: When we first learned grammar and writing and other subjects, we learned the material enough to know it in order to pass a test. We didn’t take the time necessary to understand what a “dangling modifier” was or what a “comma splice” looked like on paper. We learned the material, took the test, and went on to the next subject.

In addition, and this is a big “In addition,” when we approached our teachers about comments they wrote on our papers, just basically asking for minor clarification, the teacher wouldn’t offer much guidance on how to revise the paper. Here’s a typical dialogue.

“You gave me a D? I don’t understand,” the student asks, puzzled.

“You didn’t explain here. You need to give me more explanation. How am I supposed to know what you mean?” replied the teacher.

“Well, I explained it here. You told me to add a few sentences and I did. I don’t understand,” said the student.

“Look, I told you to add the sentences. But you still have to analyze. You have to offer specifics about the theme and the work as a whole. Ms. Jones, I can’t write the assignment for you. It’s up to you to write your own essay,” said the frustrated teacher.

“Professor, I understand that. But you are giving me a D and I don’t know what you want. Can you help me understand what you mean by ‘be specific’?”

“I want you to offer specifics, more detail about this. Add some more explanation,” said the teacher.

“But that doesn’t make sense. If I do that, then the whole paragraph would suffer,” replied the student.

“Look, this is the way I’ve been taught and my teacher before me. You have to learn how to write your own paper. Refer to the book for more help.”

“This is the way I have been taught.” These are the famous words many teachers and professors use to justify their grading styles. Of course, this statement doesn’t help the student at all.

The student leaves frustrated unable to figure out exactly what he or she needs to do and the teacher is frustrated because she can’t explain what she means in terms of applying her own comments to the student’s paper. Both the student and the teacher leave the semester still ignorant, and I mean this respectfully, about the writing and the revision processes. Yes, there are two. The revision process deserves more attention.

Comments Glossary

In answer to this problem, this frustration that each student has with a professor who doesn’t know how to offer an explanation of “be specific,” I created and wrote the Favors Glossary of Commonly Annotated Professor’s Comments (unpublished) in 2006. When I wrote the book, I initially wanted it to be a reference source, a handy tool for students to refer to when they received a particular comment on their English papers such as “add more detail here” or “this is not fully expressed.” Then I realized that I could transform the book into a full-scale academic textbook that covered the revision process.

There are so many textbooks on the market today that cover the writing process, from brainstorming to proofreading. They basically gloss over the revision process, which is actually a longer process, more labor-intensive to the point of tedious. Just because you finish a paper doesn’t mean the paper is finished.

There’s more to the revision process than just checking for grammar.

Current Dilemma

I can’t seem to get this book published, as either a self-help, a reference tool, or as an academic textbook. For one, I believe that I have a great foundation, but there are some issues with the book that need work. You know how it is. You have this great idea and you know what you want to say, but you are having trouble conveying the meaning and structuring a sentence that will meet your needs.

Therefore, I have decided to post my glossary on WordPress.com.

Purpose

My purpose is four-fold:

  • To start a dialogue about understanding professor’s comments and applying them within the English paper
  • To get feedback from students and teachers alike on the frustrations that plague and prevent them from moving forward
  • To offer students an online resource that helps them understand and confront the ideas within their papers
  • To get published

Yes, I had to throw that last sentence in to the mix. I would be lying if I didn’t have a strategy here.

Now that I have provided you with a background for this book, I hope you will subscribe to the blog and gain some kind of insight into your own revision process.

Let the journey begin!

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