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Full-Text Articles in Education
Student Interpretation And Use Arguments: Evidence-Based, Student-Led Grading, Ll Aull
Student Interpretation And Use Arguments: Evidence-Based, Student-Led Grading, Ll Aull
Journal of Response to Writing
Assigning grades is conventionally the exclusive, lonely terrain of the instructor, even as other aspects of teaching and responding to student writing are collaborative. As an alternative that promotes student engagement and agency, labor-based contract grading is used in a growing number of writing classrooms. This article strives to add to these conversations by describing evidence-based, student-led grading as an option that engages students as well as a broad construct of writing. This approach foregrounds students’ own response to their writing, in the form of evidence-based interpretation and use arguments for their grades. It engages students in the process of …
Feedback As Boundary Object: Intersections Of Writing, Response, And Research, Lindsey Harding, Joshua King, Anya Bonanno, Joseph Powell
Feedback As Boundary Object: Intersections Of Writing, Response, And Research, Lindsey Harding, Joshua King, Anya Bonanno, Joseph Powell
Journal of Response to Writing
While a great deal is known about instructor response to student writing—from commenting practices to student perceptions—less is known about how feedback impacts students’ writing and writerly development. While we set out to study students’ explicit engagement with written instructor feedback, our initial experimental design was disrupted by the COVID-19 pandemic. Accordingly, we describe the dialogic collaborative process that emerged as we considered both the data we were able to collect and, in turn, feedback anew. This article proposes that feedback on student writing is a boundary object which affords those interacting with it the opportunity for collaboration despite the …
Editorial Introduction, Grant Eckstein, Betsy Gilliland
Editorial Introduction, Grant Eckstein, Betsy Gilliland
Journal of Response to Writing
Welcome to the first issue of the third volume year of the Journal of Response to Writing. We are very encouraged by the positive response from readers to our previous issues and are excited to share several excellent contributions in this collection. Before introducing those articles, we want to also welcome you to our first issue published under new editorship. Dana Ferris has rejoined the general editorial board while Grant Eckstein and Betsy Gilliland have been appointed as the new coeditors of the journal.