Respose to Straub's "The Concept of Control in Teacher Response: Defining the Varieties of ‘Directive’ and ‘Facilitative’ Commentary"

In “The Concept of Control in Teacher Response: Defining the Varieties of ‘Directive’ and ‘Facilitative’ Commentary,” Author Richard Straub discusses facilitative and directive teacher commentary in response to students’ writing and how some types of commentary assume more control than others.

To begin, Straub mentions two pioneering articles written in 1982 by Sommers, and Brannon and Knowblach. These authors urged teachers to be careful about the amount of control that we exert over students when commenting on their papers. Yet, as Straub points out, many questions still remain in terms of distinguishing facilitative and directive commentary. For one, how much should we try to help students develop their attitudes toward writing versus how much do we allow students to find their own way? The categorization of these two types of comments is sometimes very vague. What types of comments can be considered directive or facilitative?

Furthermore, Straub askes, how do different comments exert control? Is there even a way to offer guidance without assuming control?

First, Straub points out, directive commentary is easy to distinguish because it is highly critical and focuses on what is wrong and what needs to be changed. As for a method for analyzing comments, Straub suggests looking at their focuses and modes. Facilitative comments focus on global concerns and often make suggestions that deal with the student’s writing process.

Also, “the extent to which a teacher assumes control over student writing is also determined to a great extent by the way he frames his comments—by the mode of commentary he employs”.  Straus notes that comments framed as corrections assume greater control than those framed as advice or inquiries. An example is provided which demonstrates how directive commentary can be made more facilitative. It is important that the student be given direction, yet not told exactly how writing “should look”. Therefore, a comment can be made about revising an opening paragraph, but that revision is still left to the student.

Ultimately, Straus’s study, as well as this article, go against the idea that comments can either be facilitative and helpful, or directive an ineffective. Straus proves that comments can be both, not either/or. He notes that the best commenting styles play on our strengths as teachers and highlight our goals for the classroom.