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Articles 91 - 95 of 95
Full-Text Articles in Education
“They Said I Have A Lot To Learn”: How Teacher Feedback Influences Advanced University Students’ Views Of Writing, Dana Ferris
“They Said I Have A Lot To Learn”: How Teacher Feedback Influences Advanced University Students’ Views Of Writing, Dana Ferris
Journal of Response to Writing
This study examines the relationship between students’ memories of teacher feedback and these students’ writing and attitudes toward and enjoyment of writing. More than 8,500 survey responses were collected from advanced undergraduate students in a large university writing program. A question about the characteristics of teacher feedback received by student respondents was examined both quantitatively and qualitatively. Second, responses to a different survey question about students’ attitudes toward writing were statistically compared with their reported memories of teacher feedback. Responses to the teacher feedback and writing attitudes questions from different student subgroups (analyzed by first language backgrounds and by when …
Student Perceptions Of Dynamic Written Corrective Feedback In Developmental Multilingual Writing Classes, Kendon Kurzer
Student Perceptions Of Dynamic Written Corrective Feedback In Developmental Multilingual Writing Classes, Kendon Kurzer
Journal of Response to Writing
In this project, I investigated student perceptions of dynamic written corrective feedback (DWCF), a specific method of providing accuracy feedback, in developmental writing classes for multilingual students. Via a quasi-experimental design using treatment and control sections of a developmental writing program’s three levels, I collected and contrasted survey data from a total of 145 students. I then interviewed three students (one international and two generation 1.5) representing a range of perceptions of DWCF. Participants generally appreciated and valued DWCF, especially as a complement to a grammar textbook, and students of classes that used DWCF reported higher scores on most survey …
Affective Tensions In Response, Nicole I. Caswell
Affective Tensions In Response, Nicole I. Caswell
Journal of Response to Writing
This article reports on a study focused on understanding the relationship between teachers’ emotional responses and the larger contextual factors that shape response practices. Drawing from response and emotion scholarship, this article proposes affective tensions as a way for understanding the tug and pull that teachers experience between what they feel they should do (mostly driven from a pedagogical perspective) and what they are expected to do (mostly driven by an institutional perspective) in a contextual moment. The case study of Kim, a community college instructor, offers an analysis of two affective tensions that emerged from her think-aloud protocol (TAP): …
Online Peer Review Using Turnitin Peermark, Mimi Li
Online Peer Review Using Turnitin Peermark, Mimi Li
Journal of Response to Writing
Online peer review has been increasingly implemented in composition and second language classes. This article reports on a pedagogical practice in which students used the Turnitin PeerMark tool to conduct peer response in a first-year writing class. In this study, students drew on multiple PeerMark functions (i.e., commenting tools, composition marks, and PeerMark questions) and provided feedback on their peers’ summary and response papers. In addition to students’ positive attitude toward the use of PeerMark revealed in the interviews, analyses of archived PeerMark records suggest that students provided constructive feedback in multiple aspects and that the majority of peer comments …