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Full-Text Articles in Arts and Humanities
Jrw Spring 2024 Volume 10 Issue 1
Jrw Spring 2024 Volume 10 Issue 1
Journal of Response to Writing
No abstract provided.
Supporting Students To Craft Specific, Complex, And Nuanced Thesis Statements, Ruth Li
Supporting Students To Craft Specific, Complex, And Nuanced Thesis Statements, Ruth Li
Journal of Response to Writing
In this teaching tip, I introduce an exercise that engages students in offering feedback on their peers' in-progress thesis statements. The exercise encourages students' critical awareness of their own and others' writerly choices.
What Counts As Legitimate College Writing? An Exploration Of Knowledge Structures In Written Feedback, Miriam Moore
What Counts As Legitimate College Writing? An Exploration Of Knowledge Structures In Written Feedback, Miriam Moore
Journal of Response to Writing
Research in feedback literacy (Carless & Boud, 2018; Molloy, Boud, & Henderson, 2020; Yu & Liu, 2021; Zhang & Mao, 2023) explores student use of written feedback and barriers to feedback uptake; the role of faculty in designing contextually appropriate feedback has been termed teacher feedback literacy (Carless & Winstone, 2023). When feedback does not achieve desired results, faculty must evaluate their feedback practices; they may be unaware of underlying features that hinder feedback effectiveness. In this paper, a long-time instructor of first-year college composition (FYC) interrogates her own feedback practices using tools from the specialization dimension of Legitimation Code …
Generous Audience, Activist, Evaluator: Tutor-Teachers’ Knowledge, Practices, And Values For Response To Writing, Carolyn Wisniewski
Generous Audience, Activist, Evaluator: Tutor-Teachers’ Knowledge, Practices, And Values For Response To Writing, Carolyn Wisniewski
Journal of Response to Writing
The relationship between tutoring and teaching has been a recurrent topic of interest among writing center directors and writing program administrators. While scholarship agrees tutoring experience aids composition teachers with implementing process pedagogy and fostering a collaborative classroom, the relationship between tutoring and assessment of student writing is less clear. This qualitative study uses interviews with eight graduate teaching assistants with tutoring experience to examine how they transfer and juxtapose knowledge, practices, and values for response between the writing center and classroom. Like previous scholarship, this research finds writing center tutoring contributes to teachers’ enactment of constructivist, student-centered pedagogy and …