Teacher Education and Professional Development Commons^™

Generous Audience, Activist, Evaluator: Tutor-Teachers’ Knowledge, Practices, And Values For Response To Writing, Carolyn Wisniewski

Journal of Response to Writing

The relationship between tutoring and teaching has been a recurrent topic of interest among writing center directors and writing program administrators. While scholarship agrees tutoring experience aids composition teachers with implementing process pedagogy and fostering a collaborative classroom, the relationship between tutoring and assessment of student writing is less clear. This qualitative study uses interviews with eight graduate teaching assistants with tutoring experience to examine how they transfer and juxtapose knowledge, practices, and values for response between the writing center and classroom. Like previous scholarship, this research finds writing center tutoring contributes to teachers’ enactment of constructivist, student-centered pedagogy and …

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Journal of Response to Writing

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Towards A Better Understanding Of The Complex Nature Of Written Corrective Feedback And Its Effects: A Duoethnographical Exploration Of Perceptions, Choices, And Outcomes., Eva Kartchava, Yushi Bu, Julian Heidt, Abdizalon Mohamed, Judy Seal

Journal of Response to Writing

Despite a large body of research into the benefits of corrective feedback (i.e., teachers’ reactions to students’ incorrect use of the target language), little is known about how new and experienced second-language (L2) teachers supply feedback to writing and what factors guide their decisions. This paper is a collaborative effort of 1 teacher-educator and 4 graduate students to examine the process of providing written corrective feedback (WCF) to university-level L2 learners. Findings point to complexities involved in WCF provision and the importance of examining CF holistically, as preservice teachers’ corrective choices and learners’ responses to them are often interlinked.

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A Comparison Analysis Of Five Instructors’ Commenting Patterns Of Audio And Written Feedback On Students’ Writing Assignments, Andrew J. Cavanaugh, Liyan Song

Journal of Response to Writing

Instructors often use text-based methods when giving feedback to students on their papers. With the development of audio recording technologies, audio feedback has become an increasingly popular alternative to written feedback. This study analyzed five instructors’ commenting patterns of both written and audio feedback. The five instructors, who taught sections of the same undergraduate composition class, provided written feedback to students on one writing assignment and audio feedback on another writing assignment. A mixed-methods research methodology was employed for the study. Data were collected through surveys, students’ writing assignments, digital audio files (for audio feedback), and interviews. The findings indicated …