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Strategic and Interactive Writing Instruction: An Efficacy Study in Grades 3-5
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In: Exceptional, Deaf, and Interpreter Education Faculty Publications (2018)
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| 62 |
"Everything is plagiarism": An exploration of novice writers' perceptions of plagiarism in the university context
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| 63 |
Students’ Perceptions of Written Instructor Feedback on Student Writing
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Abstract:
Research Question. How do students perceive instructor feedback on their writing when different feedback approaches are presented? Literature Review. Previous literature on instructor feedback on student writing suggested that instructors take the view of a reader as a way to offer student writers encouragement and criticisms while prompting a sense of audience awareness in student writers (Elbow, 1973; Brannon & Knoblauch, 1982; Shaughnessy, 1977). Shaughnessy, Olson (1999), Hesse (1993), and Elbow (1986) also recommended using feedback as an opportunity to facilitate a dialogue between instructors and students. Kent (1989) and Dobrin (1999) argued that feedback introduces student writers to new discourse communities and their underlying beliefs and that it is important of instructors to be conscientious of this fact. Previous research of student perceptions of instructor feedback on their writing has indicated that students prefer feedback that is specific and elaborate (Straub, 2000) and that focuses on their writing more so than their ideas (Lynch & Klemans, 1978). Whether students value feedback on grammar is debated in the literature (Lynch & Klemans, 1978; Shaughnessy, 1977). In this study, I have attempted to follow in Nordlof ’s (2014) footsteps and move away from the reductionist facilitative-directive spectrum in which offering more explicit feedback is seen as sacrificing student agency. Instead, I analyze the results of this study through a scaffolding paradigm, using degrees of directness to categorize feedback.
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Keyword:
Feedback; Writing Instruction
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URL: http://hdl.handle.net/11299/205467
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| 64 |
New literacies ethos in a high school English class: a case study.
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| 65 |
Genre-Based Approach to Writing Instruction for Students at an English Language and Literature Department
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In: Eurasian Journal of Applied Linguistics, Vol 4, Iss 1, Pp 71-100 (2018) (2018)
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| 66 |
Digital Literacy in Academic Settings: Synchronous Collaborative Writing among Linguistically Diverse Students
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Yim, Soobin. - : eScholarship, University of California, 2017
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In: Yim, Soobin. (2017). Digital Literacy in Academic Settings: Synchronous Collaborative Writing among Linguistically Diverse Students. UC Irvine: Education. Retrieved from: http://www.escholarship.org/uc/item/0bh1s43v (2017)
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| 67 |
A Multicase Study of Second Language Writing Instruction for Emergent Multilingual Adolescents
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In: http://rave.ohiolink.edu/etdc/view?acc_num=kent1491480475067097 (2017)
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| 68 |
Erwachsenenbildung in der Migrationsgesellschaft. Dokumentation der Serie von Artikeln aus dem Jahr 2016
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In: 2017, 88 S. (2017)
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| 69 |
Affect Matters: When Writing Feedback Leads to Negative Feeling
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In: International Journal for the Scholarship of Teaching and Learning (2017)
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| 70 |
Understanding the Literacies of Working Class First-Generation College Students
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| 71 |
Arguing with technology: Teaching and learning argumentative writing in the digital age English classroom
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In: Theses (2017)
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| 72 |
Prospective English Teachers Learn to Respond to Student Writing through the Student Writing Archive Project (SWAP)
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In: Teaching and Learning Faculty Publications (2017)
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| 73 |
Pädagogisch-psychologische Analysen zum Einfluss von Schulbüchern des Erstrechtschreibunterrichts auf die Rechtschreibleistung von Grundschulkindern
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| 74 |
Die artikulatorische Bewusstheit im engeren Sinne als wichtige Basiskompetenz für den erfolgreichen Lese-(Recht-)Schreiberwerb
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| 75 |
An investigation of changes in L2 writing anxiety between blended and conventional English language learning context
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| 76 |
An investigation of differences and changes in L2 writing anxiety between blended and conventional english language learning context
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| 77 |
Efectos de la comunicación dialógica y la conciencia fonológica en el aprendizaje inicial de la escritura de palabras en español
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0718-5758, Nº. 37, 2017, pags. 170-187 (2017)
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| 78 |
Unterrichtliche Förderung von Teilkomponenten der Schreibkompetenz : Schlussbericht ... : Subcomponents of writing literacy: instructional support ...
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| 79 |
Producing an Online Undergraduate Literary Magazine: A Guide to Using Problem-Based Learning in the Writing and Publishing Classroom
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In: Interdisciplinary Journal of Problem-Based Learning (2016)
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