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Articles 1 - 13 of 13
Full-Text Articles in Arts and Humanities
“Papers Are Never Finished, Just Abandoned”: The Role Of Written Teacher Comments In The Revision Process, M. Sidury Christiansen, Joel Bloch
“Papers Are Never Finished, Just Abandoned”: The Role Of Written Teacher Comments In The Revision Process, M. Sidury Christiansen, Joel Bloch
Journal of Response to Writing
The debate over the efficacy of written teacher comments has raised a variety of questions for consideration by both researchers and practitioners. Teachers can use written comments, in Vygotsky’s (1978) framework, to scaffold the development of student writing. By reflecting on his or her own commenting process, a teacher can assess and modify his or her comments as well as the method by which the comments are delivered. This study examines how four second-language (L2) students responded to comments on a series of three papers. The results show that students overwhelmingly followed the strategy training given during class on how …
Grammar Agreements: Crafting A More Finely Tuned Approach To Corrective Feedback, Ryan P. Shepherd, Katherine Daily O'Meara, Sarah Elizabeth Snyder
Grammar Agreements: Crafting A More Finely Tuned Approach To Corrective Feedback, Ryan P. Shepherd, Katherine Daily O'Meara, Sarah Elizabeth Snyder
Journal of Response to Writing
This article introduces the idea of grammar agreements as a way to offer a more “finely tuned approach” to grammar feedback in the L2 classroom (Ferris, Liu, Sinha, & Senna, p. 307). These agreements offer students options for how the teacher will respond to writing done in their first-year composition classes. The authors offer suggestions for both why grammar agreements are a useful tool in the L2 writing classroom (and possibly beyond) and how to implement grammar agreements effectively.
Promoting Metacognitive Thought Through Response To Low-Stakes Reflective Writing, Jenae Cohn, Mary Stewart
Promoting Metacognitive Thought Through Response To Low-Stakes Reflective Writing, Jenae Cohn, Mary Stewart
Journal of Response to Writing
Metacognition is a typical learning outcome in composition courses, but providing feedback on low-stakes reflective writing and assessing highstakes reflective writing are complex tasks that warrant more attention in the literature. Consequently, this article explores how the assignment of and response to low-stakes reflective writing can provide effective scaffolding to higher-stakes reflective writing tasks. We present an example of our strategy for response through one instructor’s experience with responding to her first-year composition student’s low-stakes reflective writing. Ultimately, we call for more research on responding to reflective writing that will ensure the valid and reliable assessment of metacognition in composition …
Split Personalities: Understanding The Responder Identity In College Composition, Anthony Edward Edington
Split Personalities: Understanding The Responder Identity In College Composition, Anthony Edward Edington
Journal of Response to Writing
For decades, researchers and teachers in composition have wrestled with how to respond to student writing. Part of this discussion has focused on what role teachers should assume when reading and responding to texts. From these discussions, different roles have emerged, including the gatekeeper, the critic, the facilitator, the coach, and the judge, among others. While some have argued that the use of response identities helps teachers focus their responses while offering students an audience for their texts, others are more wary of what influence these roles may have on the student-teacher relationship and teacher comments. This article explores the …
Editor’S Introduction, Dana R. Ferris
Editor’S Introduction, Dana R. Ferris
Journal of Response to Writing
It’s exciting to already be introducing the first issue of our second volume year of this new journal! We’ve been receiving positive feedback on volume 1 and great contributions for this and upcoming issues. In this issue, we present two research articles and two teaching articles. In the first piece, “Papers are Never Finished, Just Abandoned: The Role of Written Teacher Comments in the Revision Process.” M. Sidury Christiansen and Joel Bloch examine the delicate dynamics occurring between teachers’ written comments and subsequent revisions. Their study follows four students receiving written comments from one teacher over a series of three …
Editor’S Introduction, Dana R. Ferris
Editor’S Introduction, Dana R. Ferris
Journal of Response to Writing
This issue completes the second volume year of JRW. It is hard to believe how quickly the two years have gone by, and we are gratified with the excellent work that authors have shared with us and with the positive response from readers. This issue has five papers—two research articles, two teaching articles, and a book review—which notably discuss response topics from a broad range of pedagogical contexts. With the publication of Magda Tigchelaar’s article, “The Impact of Peer Review on Writing Development in French as a Foreign Language,” we are happy to extend our discussions of response to writing …
The Impact Of Peer Review On Writing Development In French As A Foreign Language, Magda Tigchelaar
The Impact Of Peer Review On Writing Development In French As A Foreign Language, Magda Tigchelaar
Journal of Response to Writing
The present study investigates learners’ participation in the activities of providing self and peer review in the context of a foreign language classroom to determine which feedback type contributes to greater gains in writing development. The study also investigates whether there are target areas of improvement that are more accessible to self-assessment compared with aspects that are better identified from an outsider’s perspective. Three intact classes of intermediate-level French learners (n = 44) were assigned to one of three conditions: peer review, self-review, and a no-review comparison group. Each group produced four texts over the course of the semester in …
Efl College Students’ Experiences And Attitudes Towards Teacher-Student Writing Conferences, Chun-Chun Yeh
Efl College Students’ Experiences And Attitudes Towards Teacher-Student Writing Conferences, Chun-Chun Yeh
Journal of Response to Writing
A substantial body of research has demonstrated the important role of providing feedback in students’ writing development. Among the various feedback methods, the teacher-student writing conference has often been rated by learners as the most beneficial to writing development, but research on English as a Foreign Language (EFL) students’ perceptions of writing conferences is scant. Aiming to investigate students’ experiences and attitudes towards writing conferences, this study collected data through questionnaires and individual interviews with 34 EFL students from 2 college English writing classes. Findings suggested that the students held high expectations and gave high ratings on the helpfulness and …
Providing Sustained Support For Teachers And Students In The L2 Writing Classroom Using Writing Fellow Tutors, Katherine Daily O'Meara
Providing Sustained Support For Teachers And Students In The L2 Writing Classroom Using Writing Fellow Tutors, Katherine Daily O'Meara
Journal of Response to Writing
This study presents a piloted second language (L2) writing tutor (L2WT) internship program as a way to provide supplemental, sustained writing fellow- style support to L2 writers and classroom teachers in multilingual firstyear composition (FYC) courses in a large U.S. university within the span of one semester. The major facet of the internship program was the tutors’ response to student writing in a one-to-one context for each major essay assignment. The presence and needs of second language writing students in the writing classroom have been clearly articulated in relevant research, but what is less known is how to devise successful …
Compassionate Writing Response: Using Dialogic Feedback To Encourage Student Voice In The First-Year Composition Classroom, Tialitha Macklin
Compassionate Writing Response: Using Dialogic Feedback To Encourage Student Voice In The First-Year Composition Classroom, Tialitha Macklin
Journal of Response to Writing
In addition to other unfortunate circumstances, teacher response that comes in the form of negative, generic, and unintelligible commentary causes students to become alienated from writing. This problematic response often results from the lack of supportive student-centered response pedagogies within the first-year composition classroom. In an attempt to prevent additional writerly estrangement and to undo students’ isolation from the writing process, this article explores Marshall Rosenberg’s nonviolent communication theory as a potential framework for a dialogic, compassionate writing response pedagogy.
Review Of Esl Writers: A Guide For Writing Center Tutors (2nd Edition), Noel Bruening
Review Of Esl Writers: A Guide For Writing Center Tutors (2nd Edition), Noel Bruening
Journal of Response to Writing
“English can be both amusing and treacherous,” notes Ben Rafoth, coeditor of ESL Writers: A Guide for Writing Center Tutors. Together with coeditor Shanti Bruce and dozens of other English, composition, and English as a Second Language (ESL) teachers and academics, this book presents the enjoyment and obstacles that tutors and tutees face. The 16 chapters cover a variety of ESL students: international, Generation 1.5, graduates of U.S. high schools, and professionals. In addition, this guide “also discusses differences in tutoring styles in various settings—for instance, with undergrads, peers, grad students, and instructors— as well as variations” also lays out …