I think it's incredibly difficult to judge whether anyone's writing is improved by taking on feedback. Has the piece improved as many do by the student learning over time or has specific feedback stuck in their mind. And will it last. With errors such as spelling or capitalisation I think you can make a good case for saying that either a student knows how to spell particular words or they don't and ditto for capitalisation. It's actually hard to misspell words you know unless you're writing at great speed and make the equivalent in handwriting of typos. I'd also like to suggest that often young writers, certainly at primary phase, are encouraged to over-write everything. I used to refer to it as the Literacy Strategy Syndrome. No piece of writing could be judged even adequate unless adverbs and adjectives had been liberally sprinkled. Most acclaimed professional authors know that often, less is more. Perhaps it comes back to what's the purpose in getting youngsters to write or draw or paint or sing? We certainly want to support them in learning how to do whatever it is but is there a danger that teachers impose their own ideas through feedback what's good.
I think your point about the teacher's skill as a writer is hugely important. As important in secondary as primary. Having a degree in English doesn't equate to being a good writer.
I think it's incredibly difficult to judge whether anyone's writing is improved by taking on feedback. Has the piece improved as many do by the student learning over time or has specific feedback stuck in their mind. And will it last. With errors such as spelling or capitalisation I think you can make a good case for saying that either a student knows how to spell particular words or they don't and ditto for capitalisation. It's actually hard to misspell words you know unless you're writing at great speed and make the equivalent in handwriting of typos. I'd also like to suggest that often young writers, certainly at primary phase, are encouraged to over-write everything. I used to refer to it as the Literacy Strategy Syndrome. No piece of writing could be judged even adequate unless adverbs and adjectives had been liberally sprinkled. Most acclaimed professional authors know that often, less is more. Perhaps it comes back to what's the purpose in getting youngsters to write or draw or paint or sing? We certainly want to support them in learning how to do whatever it is but is there a danger that teachers impose their own ideas through feedback what's good.
I think your point about the teacher's skill as a writer is hugely important. As important in secondary as primary. Having a degree in English doesn't equate to being a good writer.