Faculty and teaching assistants sometimes get the impression that students in upper-year courses believe that they already know how to write essays, and are more concerned with the grade than the written feedback they receive on their papers. Research suggests that students do in fact read and value comments on their written work, and yet it is not uncommon to see students make the same kinds of mistakes throughout an entire academic year with little evidence of development in their writing skills. This workshop uses studies of students' perception of written feedback to suggest new ways of approaching how we respond to student writing and structure writing assignments so that students treat essay writing as a process-driven endeavor.
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"Getting Feedback to Feed Forward: Incorporating revision into upper-year English papers,"
Teaching Innovation Projects:
2, Article 3.
Available at: http://ir.lib.uwo.ca/tips/vol1/iss2/3