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A case study of developmental writin...

Bekas, Nicholas Joseph.

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A case study of developmental writing students' interpretation of and response to instructor's feedback on their writing assignments.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A case study of developmental writing students' interpretation of and response to instructor's feedback on their writing assignments./
Author:	Bekas, Nicholas Joseph.
Description:	109 p.
Notes:	Source: Dissertation Abstracts International, Volume: 63-02, Section: A, page: 0472.
Contained By:	Dissertation Abstracts International63-02A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3042944
ISBN:	0493568018

A case study of developmental writing students' interpretation of and response to instructor's feedback on their writing assignments.
Bekas, Nicholas Joseph.

A case study of developmental writing students' interpretation of and response to instructor's feedback on their writing assignments. - 109 p.

Source: Dissertation Abstracts International, Volume: 63-02, Section: A, page: 0472.

Thesis (Ph.D.)--University of Central Florida, 2002.

This purpose of this study was to investigate student responses to a developmental writing instructor's feedback on their writing assignments in college-preparatory writing course at a community college. Using observation, analysis of teacher responses on a writing assignment, surveys, and interviews, the research investigated how students interpreted instructor feedback and whether students applied that feedback to improving their writing.

ISBN: 0493568018Subjects--Topical Terms:

1018008
Education, Community College.

A case study of developmental writing students' interpretation of and response to instructor's feedback on their writing assignments.
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035 $a (UnM)AAI3042944
035 $a AAI3042944
040 $a UnM $c UnM
100 1 $a Bekas, Nicholas Joseph. $3 1926575
245 1 2 $a A case study of developmental writing students' interpretation of and response to instructor's feedback on their writing assignments.
300 $a 109 p.
500 $a Source: Dissertation Abstracts International, Volume: 63-02, Section: A, page: 0472.
500 $a Major Professor: Thomas Kubala.
502 $a Thesis (Ph.D.)--University of Central Florida, 2002.
520 $a This purpose of this study was to investigate student responses to a developmental writing instructor's feedback on their writing assignments in college-preparatory writing course at a community college. Using observation, analysis of teacher responses on a writing assignment, surveys, and interviews, the research investigated how students interpreted instructor feedback and whether students applied that feedback to improving their writing.
520 $a The population of this study was 45 students from two sections of college preparatory writing. Both sections were taught by the same instructor. The first part of the study involved an analysis of the feedback made by the instructor on student writing assignments. The teacher's feedback was categorized by type and analyzed for trends in response.
520 $a The second part of the study involved classroom observation. The researcher observed both classes for a semester. The purpose of the observation was to record teaching practices related to the teacher's feedback practices. By observing the class, the researcher was able to analyze and record the instructor's teaching practices as they were related to her feedback on writing assignments. The researcher observed and recorded the interactions between the instructor and the students.
520 $a The third part of the study involved a survey of students and the instructor. The students were given an open-question format survey about the types of feedback used by their instructor. Students were asked to give examples of effective and ineffective feedback. The instructor was asked a series of open-ended question about her feedback practices. The results of the students' surveys were analyzed for trends in students' reactions to the instructor's feedback. The student survey indicated a mixed response to the instructor's feedback methodology. The results of both surveys were used to prepare interview questions for the students and the instructor.
520 $a The final part of the study involved interviews of thirteen students and the instructor. The student interviews revealed why students do not respond to certain types of teacher feedback. The instructor interview offered insights into how an instructor developed and applied feedback strategies in college-preparatory writing class. The interviews allowed the students to explain in greater detail how they reacted and interpreted feedback.
520 $a The results of the study indicated that interpretation of feedback by students is a complex, dynamic process that does not give a consistent answer to how all students will respond to instructor feedback on their writing assignments. The research indicated that oral feedback is the most effective method for students. However, this method was not used extensively be the instructor. The study also showed that traditional methods of feedback such as numeric grades, and editing and proofreading symbols were not used viewed by students as helpful. The most interesting outcome was students having both a negative and a positive response to the same instance of instructor feedback. A major outcome of this research was that using one method of feedback for all students was ineffective.
590 $a School code: 0705.
650 4 $a Education, Community College. $3 1018008
650 4 $a Language, Rhetoric and Composition. $3 1019205
650 4 $a Education, Language and Literature. $3 1018115
690 $a 0275
690 $a 0681
690 $a 0279
710 2 0 $a University of Central Florida. $3 1018467
773 0 $t Dissertation Abstracts International $g 63-02A.
790 1 0 $a Kubala, Thomas, $e advisor
790 $a 0705
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3042944