Teacher feedback on student drafts
A shared concern and priority of writing instructors is giving feedback to students on their papers. Feedback on final papers is standard and expected, but studies show that feedback on works in progress, or drafts, may be most beneficial. Risks are lower, so students are more open to criticism; inc...
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| Format: | Working Paper |
| Language: | English |
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Nanyang Technological University
2021
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| Online Access: | https://hdl.handle.net/10356/152340 |
| _version_ | 1824456082170314752 |
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| author | Matwick, Keri |
| author2 | School of Humanities |
| author_facet | School of Humanities Matwick, Keri |
| author_sort | Matwick, Keri |
| collection | NTU |
| description | A shared concern and priority of writing instructors is giving feedback to students on their papers. Feedback on final papers is standard and expected, but studies show that feedback on works in progress, or drafts, may be most beneficial. Risks are lower, so students are more open to criticism; incentives are higher, as students have a reason to revise and implement the suggestions in the final paper. Providing feedback at an individual level provides personalized attention and is one of the most impacting form of feedback. Teachers can use comments to critique, motivate, and instruct their students, but the most effective way is less clear. |
| first_indexed | 2025-02-19T03:48:26Z |
| format | Working Paper |
| id | ntu-10356/152340 |
| institution | Nanyang Technological University |
| language | English |
| last_indexed | 2025-02-19T03:48:26Z |
| publishDate | 2021 |
| publisher | Nanyang Technological University |
| record_format | dspace |
| spelling | ntu-10356/1523402023-03-11T20:08:09Z Teacher feedback on student drafts Matwick, Keri School of Humanities Language and Communication Centre Humanities::Language A shared concern and priority of writing instructors is giving feedback to students on their papers. Feedback on final papers is standard and expected, but studies show that feedback on works in progress, or drafts, may be most beneficial. Risks are lower, so students are more open to criticism; incentives are higher, as students have a reason to revise and implement the suggestions in the final paper. Providing feedback at an individual level provides personalized attention and is one of the most impacting form of feedback. Teachers can use comments to critique, motivate, and instruct their students, but the most effective way is less clear. 2021-08-03T04:22:17Z 2021-08-03T04:22:17Z 2019 Working Paper Matwick, K. (2019). Teacher feedback on student drafts. LCC Working Paper 6, Nanyang Technological University, Singapore. https://hdl.handle.net/10356/152340 https://hdl.handle.net/10356/152340 en LCC Working Paper 6 © 2019 The Language and Communication Centre, Nanyang Technological University, Singapore. All rights reserved. application/pdf Nanyang Technological University |
| spellingShingle | Humanities::Language Matwick, Keri Teacher feedback on student drafts |
| title | Teacher feedback on student drafts |
| title_full | Teacher feedback on student drafts |
| title_fullStr | Teacher feedback on student drafts |
| title_full_unstemmed | Teacher feedback on student drafts |
| title_short | Teacher feedback on student drafts |
| title_sort | teacher feedback on student drafts |
| topic | Humanities::Language |
| url | https://hdl.handle.net/10356/152340 |
| work_keys_str_mv | AT matwickkeri teacherfeedbackonstudentdrafts |