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Articles 1 - 16 of 16
Full-Text Articles in Education
Journal Of Response To Writing 9(1) Spring 2023
Journal Of Response To Writing 9(1) Spring 2023
Journal of Response to Writing
No abstract provided.
Stylizing Peer Feedback Through Playful Shells, Wei-Hao Huang
Stylizing Peer Feedback Through Playful Shells, Wei-Hao Huang
Journal of Response to Writing
In this teaching tip, I introduce a hermit crab review activity. In the hermit crab review, students take an unusual form to contain their peer feedback, a form that frames and curates their peer response. This playful form of peer feedback makes peer review more accessible to students who are not proficient in providing feedback.
Teaching Students How To Give And Receive Peer Review Feedback, Megan Heise
Teaching Students How To Give And Receive Peer Review Feedback, Megan Heise
Journal of Response to Writing
This teaching tip build on scholarship around the disconnect between teacher expectations and student experiences of peer review (Ahmed, 2021). In particular, it frames writers' feedback preferences through Elbow and Belanoff's (2000) "kinds of responses," and encourages reviewers to hit the "sweet spot" of constructive and supportive feedback after reading DePeter (2020). This framing helps scaffold the "asks" of peer review for students in a situation that is often fraught, challenging, and/or confusing, providing teachers with an opportunity to effectively teach an important and relevant transferable skill.
Resisting The Deficit Model: Embedding Writing Center Tutors During Peer Review In Writing-Intensive Courses, Stephanie B. Conner, Jennifer P. Gray
Resisting The Deficit Model: Embedding Writing Center Tutors During Peer Review In Writing-Intensive Courses, Stephanie B. Conner, Jennifer P. Gray
Journal of Response to Writing
For many students, peer review can be muddled or frustrating. They can feel uncomfortable with the process if they do not feel confident with their own writing, and many believe poor past performances disqualify them from offering constructive feedback. Because writing center tutors are trained in sharing feedback in a kind and helpful manner, they are positioned to be excellent models for students inexperienced with or damaged by feedback. Learning how to participate in effective peer review can remove the emotional baggage attached to writing and create a respectful community of writers in the classroom. In this teaching tip, we …
Teaching Students To Close Read Feedback, Kristen Starkowski
Teaching Students To Close Read Feedback, Kristen Starkowski
Journal of Response to Writing
This article describes an exercise that can be implemented in a range of writing classrooms in order to help students unpack and craft a revision plan based on instructor or peer feedback that they received on their writing.
Written Corrective Feedback And Learner Engagement: A Case Study Of A French As A Second Language Program, Maria-Lourdes Lira-Gonzales, Antonella Valeo
Written Corrective Feedback And Learner Engagement: A Case Study Of A French As A Second Language Program, Maria-Lourdes Lira-Gonzales, Antonella Valeo
Journal of Response to Writing
Within the context of second language (L2) writing, learner engagement with feedback has elicited significant theoretical and empirical interest (e.g., Zhang & Hyland, 2018; Zheng & Yu, 2018). Research has highlighted the dynamic nature of learner engagement with corrective feedback (WCF), but the ways in which learner and contextual factors impact such engagement with WCF in authentic classrooms are still underexplored (Han, 2019). Furthermore, little is known about how L2 learners engage with WCF from an ecological perspective, which considers the relationships between learners and their surrounding environments (Bronfenbrenner,1993; van Lier, 2000).
Situated in an adult French as a second …
Spring 2023 Editorial Introduction, Betsy Gilliland, Kat O'Meara
Spring 2023 Editorial Introduction, Betsy Gilliland, Kat O'Meara
Journal of Response to Writing
No abstract provided.
Responding To Multilingual Learners’ Writing Through Interactive Group Portfolios, Hongye Zeng, Faith Thompson
Responding To Multilingual Learners’ Writing Through Interactive Group Portfolios, Hongye Zeng, Faith Thompson
Journal of Response to Writing
This teaching tip presents a strategy for teachers in all grade levels to use interactive portfolios to better document, scaffold, and assess individual multilingual student's writing progress in group writing tasks.
Responding To High Stakes Writing: When Six Colleagues Read One Cover Letter, Sarah Snyder, Mark Blaauw-Hara, Cristyn Elder, Joseph Janangelo, Michael Pemberton, Staci Perryman-Clark, Irwin Weiser
Responding To High Stakes Writing: When Six Colleagues Read One Cover Letter, Sarah Snyder, Mark Blaauw-Hara, Cristyn Elder, Joseph Janangelo, Michael Pemberton, Staci Perryman-Clark, Irwin Weiser
Journal of Response to Writing
As preparation for the rhetoric and composition job market becomes more readily available through multiple sources, some cover letter writers may find themselves confused by the well-meaning, but perhaps conflicting, responses to writing given by mentors from differing backgrounds, statuses, and epistemes. This article seeks to illuminate the rhetorical situation behind the cover letter with simulated writing responses to a genuine cover letter by five reader archetypes: a supportive reader, a critical reader, an outside reader, a teaching-centric reader, and a research-centric reader. Through this exercise, cover letter writers are shown how to weigh writing advice through the juxtaposition of …
Moving From Zero Draft To Essay Writing: A Scaffolded Exercise, Lindsay Knisely
Moving From Zero Draft To Essay Writing: A Scaffolded Exercise, Lindsay Knisely
Journal of Response to Writing
This exercise guides students in first- and second-year college writing classes through the process of developing their Zero Draft into a completed essay by asking them to respond to five reflective questions. This is a metacognitive project that asks students to expand the ideas in their zero draft to transition from their brainstorm to a finished essay. It is a scaffolded writing assignment that supports students to develop a robust portable writing process that they can transfer to future writing projects.
Student Self-Diagnostics: Engaging Students As Co-Respondents To Their Own Writing, Robert M. Rowan
Student Self-Diagnostics: Engaging Students As Co-Respondents To Their Own Writing, Robert M. Rowan
Journal of Response to Writing
Student self-analysis and reflective work can be useful components of the writing classroom. This article examines a student self-diagnostic tool, developed by the author, which can elicit closer attention paid to the student’s own writing, analysis, and research processes and to other desirable outcomes the teacher’s learning plan may be pursuing. This tool, the Genre Understanding Sheet or GUS, has been successfully deployed in a variety of writing courses such as introductory composition, business and professional writing, and technical communication. The article examines the GUS and its development and rationale, reviews the underlying science and theory-work which inform its design, …
Supporting Audience Awareness In Multimodal Text Creation, Anthony Degenaro
Supporting Audience Awareness In Multimodal Text Creation, Anthony Degenaro
Journal of Response to Writing
No abstract provided.
Journal Of Response To Writing 9(2)
Journal Of Response To Writing 9(2)
Journal of Response to Writing
No abstract provided.
Learner Engagement With Written Corrective Feedback: The Case Of Automated Writing Evaluation, Hooman Saeli, Payam Rahmati, Svetlana Koltovskaia
Learner Engagement With Written Corrective Feedback: The Case Of Automated Writing Evaluation, Hooman Saeli, Payam Rahmati, Svetlana Koltovskaia
Journal of Response to Writing
The study explored six ESL university students’ behavioral, cognitive, and affective engagement with e-rater feedback on local issues and examined any changes in students’ engagement over two weeks. We explored behavioral engagement through the analysis of screencasts of students’ e-rater usage and writing assignments. We measured cognitive and affective engagement by analyzing students’ comments during the think-aloud protocol and reflection surveys. The findings indicated that the students had varying levels of engagement with the feedback. Behaviorally, all students used a range of revision operations to address errors based on the provided feedback. Cognitively, some students were more engaged than others. …
Responding To Writerly Identity As Inclusive Pedagogy, Katherine Rothschild
Responding To Writerly Identity As Inclusive Pedagogy, Katherine Rothschild
Journal of Response to Writing
Creating inclusive pedagogies that serve the whole student is a goal of many writing programs and writing centers, but it's difficult to find pathways to implement this goal. Employing responsive reflection to students' writerly identity work may offer instructors and writing center directors an accessible path to both encourage writerly identity development across contexts as well as reflect on pedagogical practice for inclusivity.
Cla-Informed Self-Disclosure Of Language Learning In The Writing Center, Kristen Allen
Cla-Informed Self-Disclosure Of Language Learning In The Writing Center, Kristen Allen
Journal of Response to Writing
No abstract provided.