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Full-Text Articles in Education
When Process Becomes Processing: Managing Instructor Response To Student Disclosure Of Trauma In The Composition Classroom, Kelci Barton
When Process Becomes Processing: Managing Instructor Response To Student Disclosure Of Trauma In The Composition Classroom, Kelci Barton
Electronic Theses and Dissertations
In first-year composition courses, there are three aspects of teaching that are researched well so far: disclosure of trauma in student writing, instructor feedback, and emotional labor. The disclosure of trauma is almost completely unavoidable in first-year composition. We encounter an issue with instructor feedback; how do we provide feedback to student writing, like grammar and mechanics, when the student has disclosed trauma in the writing? Additionally, we can build off this with emotional labor, which already occurs consistently in teaching but is heightened in this instance. When providing feedback to a student who has disclosed trauma, this can be …
Response In Real Time : Bringing Context To A Semester's Responses To Student Writing, Scott James O'Callaghan
Response In Real Time : Bringing Context To A Semester's Responses To Student Writing, Scott James O'Callaghan
Legacy Theses & Dissertations (2009 - 2024)
Within the field of Composition, research into responding to student writing has most frequently studied individual responses outside the material contexts in which those responses were produced. Advice given to teachers of writing on how best to respond to large amounts of writing--perennially a feature within the reality of the work writing teachers do--has tended to be similarly acontextual. However, further research into response must take into account writing teachers' material conditions and situatedness.