We agreed that a lot, if not most, of the comments were really lengthy and a lot of those comments were questions directed to the author as a way to give them direction for how they can improve their paper. For example, in comment LT3 the teacher is asking about how the author uses bullet points as a way to help them organize their writing. The teacher was asking if they used bullet points for the entire essay, what kind of information was in those bullet points, etc. But it didn't seem necessary to try to pull more information about the bullet points because the author had already gotten their point across: they use bullet points. Sometimes the comments try to ask questions too often and in my opinion if I were to keep getting comment after comment with like three questions in a single comment, I would just pick and choose which ones I would rather adhere to cus it's too much sometimes. It's great that the teacher is attempting to provide direction and that's what a lot of students want but maybe they need to cut back on asking soo many questions.
We also noted that in a lot of the comments, it starts off with the teacher pointing out what was good about the author's paper, followed by a criticism. This is likely a way to "soften the blow" so to speak. For example, in LT6, it says:
"Good - but again - discriminating among the
different kinds of thinking you do would strengthen
this."
So there is one commenting pattern goes like this (in a nutshell): Good comment, the "but", and then the critique.
The teacher also left some standalone "good comments" as well, highlighting areas of the paper that they thought were interesting, cool, etc. This is a good thing. Students like to hear that from teachers so they know what they should put into their next papers and also what they should keep and it's good that the teacher didn't just go "good, BUT..." for every single comment, they also thought to add some simple positive feedback as well.
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