Phrasing Feedback to Improve Students' Writing in a Large First-Year Humanities Course
On a revise-and-resubmit assignment in a large introductory History course, students were provided with feedback that was phrased either as questions, statements, or imperatives. This study examines which form was most likely to lead to improvement in the students’ writing. Generalized estimating eq...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Georgia Southern University
2021-11-01
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| Series: | International Journal for the Scholarship of Teaching and Learning |
| Subjects: | |
| Online Access: | https://digitalcommons.georgiasouthern.edu/ij-sotl/vol15/iss2/15 |
| _version_ | 1818719104652017664 |
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| author | Mairi Cowan Tyler Evans-Tokaryk Abdullah Farooqi Michael Kaler Allison Graham |
| author_facet | Mairi Cowan Tyler Evans-Tokaryk Abdullah Farooqi Michael Kaler Allison Graham |
| author_sort | Mairi Cowan |
| collection | DOAJ |
| description | On a revise-and-resubmit assignment in a large introductory History course, students were provided with feedback that was phrased either as questions, statements, or imperatives. This study examines which form was most likely to lead to improvement in the students’ writing. Generalized estimating equations (GEE) were used to analyze a data set comprising 669 individual pieces of feedback on 67 sets of papers. Researchers found that, overall, students were most likely to implement feedback phrased as imperatives and least likely to implement feedback phrased as questions, and that the likelihood shifted somewhat depending on which aspect of writing was being commented upon; the extent of change required; the students’ past performance in the course; and the person providing the feedback. |
| first_indexed | 2024-12-17T20:01:38Z |
| format | Article |
| id | doaj.art-f116ee7f313e4f7aaefcf69700c35d6b |
| institution | Directory Open Access Journal |
| issn | 1931-4744 |
| language | English |
| last_indexed | 2024-12-17T20:01:38Z |
| publishDate | 2021-11-01 |
| publisher | Georgia Southern University |
| record_format | Article |
| series | International Journal for the Scholarship of Teaching and Learning |
| spelling | doaj.art-f116ee7f313e4f7aaefcf69700c35d6b2022-12-21T21:34:27ZengGeorgia Southern UniversityInternational Journal for the Scholarship of Teaching and Learning1931-47442021-11-0115210.20429/ijsotl.2021.150215Phrasing Feedback to Improve Students' Writing in a Large First-Year Humanities CourseMairi CowanTyler Evans-TokarykAbdullah FarooqiMichael KalerAllison GrahamOn a revise-and-resubmit assignment in a large introductory History course, students were provided with feedback that was phrased either as questions, statements, or imperatives. This study examines which form was most likely to lead to improvement in the students’ writing. Generalized estimating equations (GEE) were used to analyze a data set comprising 669 individual pieces of feedback on 67 sets of papers. Researchers found that, overall, students were most likely to implement feedback phrased as imperatives and least likely to implement feedback phrased as questions, and that the likelihood shifted somewhat depending on which aspect of writing was being commented upon; the extent of change required; the students’ past performance in the course; and the person providing the feedback.https://digitalcommons.georgiasouthern.edu/ij-sotl/vol15/iss2/15writingassessmentfeedbackstudent learningrevisionwriting instructionhistory educationfirst year |
| spellingShingle | Mairi Cowan Tyler Evans-Tokaryk Abdullah Farooqi Michael Kaler Allison Graham Phrasing Feedback to Improve Students' Writing in a Large First-Year Humanities Course International Journal for the Scholarship of Teaching and Learning writing assessment feedback student learning revision writing instruction history education first year |
| title | Phrasing Feedback to Improve Students' Writing in a Large First-Year Humanities Course |
| title_full | Phrasing Feedback to Improve Students' Writing in a Large First-Year Humanities Course |
| title_fullStr | Phrasing Feedback to Improve Students' Writing in a Large First-Year Humanities Course |
| title_full_unstemmed | Phrasing Feedback to Improve Students' Writing in a Large First-Year Humanities Course |
| title_short | Phrasing Feedback to Improve Students' Writing in a Large First-Year Humanities Course |
| title_sort | phrasing feedback to improve students writing in a large first year humanities course |
| topic | writing assessment feedback student learning revision writing instruction history education first year |
| url | https://digitalcommons.georgiasouthern.edu/ij-sotl/vol15/iss2/15 |
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