10 QuickMark Comments for Documentation Issues

Featured classroom practices blog post by Kent Walker, Writing Communication Instructor at Brock University

Kent Walker 2In my writing classes, students are required to design several research papers. Setting up a specific QM set for documentation issues has expedited the process of reminding students about the importance of appropriate and correct referencing and citing for sources. The QMs in this set are connected to at least one criterion on the associated assignment’s rubric which contains descriptors about achievement levels related to the sufficiency, variety, currency, use, and correctness of in-text or bibliographic citations. Certainly, as well, this set has an intimate connection to comments I might make about the paper's Originality Report. Depending on the assignment, the set might contain QMs represented in the following chart: 


20140730-Kent WalkerAs with other QMs, these annotations assist students in tracking common, ongoing citation errors. Sometimes, in the “Additional Comments” box for a more complex QM, I will refer students to a specific location in the text for explanations and models of a particular convention. Students quickly pick up on these (more-often-than-not) oversights and are generally able to avoid recreating them on subsequent submissions.

Explanation of Documentation QMs [as recorded in “Addition Comments” box]
+DOC: resource citation probably needed here
+ more current or scholarly articles: designated resources need to be updated or be obtained from scholarly journals awkref: awkward, unclear, or confusing incorporation of resource ce: citation error [with specific issue explained in “additional Comments” box]
explref: explain connection or significance of resource use to reader hyperlink issue: incorrect or inaccessible hyperlink
informat: this element’s formatting is not consistent with other similar citations
missing data: important data (e.g., volume/issue number, pagination, full list of authors, publisher, city of publication, dates) have been omitted
oq: avoid over-quoting; try to summarize or paraphrase author’s original words
rv: resource variety needed; try to incorporate more diverse resources into argument context

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About the Educator

Kent Walker has taught wrting and General Studies courses for over 33 years at a college in Toronto. He currently teaches academic, technical and professional writing and communication courses at Brock University.