What writers do with the written comments provided by thesis supervisor teachers in English Pedagogy Programs?
DOI:
https://doi.org/10.32735/S0718-2201202000051849Keywords:
Written feedback, written comments, academic writing, academic genderAbstract
We, university teachers, invest most of our time in offering written or oral feedback to the student’s assignments. However, one of the issues is to know what students do with these comments. Do they follow them? Do they omit them? The aim of this research is to present the results of the analysis carried out about the actions that students perform based on 434 written comments provided by 2 supervisors teachers in total of 2 drafts produced in the development of the final undergraduate research. To analyze the actions carried out by the writers from the feedback received, Faigley and Witte (1981) taxonomy was adapted. These actions were analyzed in terms of adoption (addition, substitution, permutation, consolidation and elimination), non adoption or suppression of the suggestions offered to improve the text. The results show that students adopt almost all the suggestions offered. Basically, what they do the most is to consolidate and substitute. Likewise, it is possible to report that there is a relation between the way comments are offered and the actions the writers carry out.
Downloads
References
Álvarez, Ibis et al (2011) “The value of feedback in improving collaborative writing assignments in an online learning environment”. Studies in Higher Education, vol. 37, núm. 4: 387-400.
Arancibia, Beatriz, et al (2019). “La retroalimentación durante el proceso de escritura de la tesis en carreras de pedagogía: Descripción de los comentarios escritos de los profesores guías”. Revista Signos. 52 (100): 242-264.
Basturkmen, Helen, et al (2014). “Supervisors' on-script feedback comments on drafts of dissertations: socializing students into the academic discourse community”. Teaching in Higher Education 19.4: 432-445.
Bazerman, Charles (2003). “Speech acts, genres, and activity systems: How texts organize activity and people”. What writing does and how it does it. Routledge (315-346).
Berkenkotter, Carol, y Thomas Huckin (1993). “Rethinking Genre from a Sociocognitive perspective”. Written Communication 10.4: 475-509.
Bitchener, John, y Dana Ferris (2012). Written Corrective Feedback in Second Language Acquisition and Writing. New York: Routledge.
Bitchener, Jhon et al (2011). Best practice in supervisor feedback to thesis writers. Disponible en https://akoaotearoa.ac.nz/download/ng/file/group-1659/best-practice-in-supervisor-feedback-to-thesis-students.pdf
Chan, Paula E., et al (2014). “The Critical Role of Feedback in Formative Instructional Practices”. Intervention in School and Clinic 50.2: 96-104.
Cho, Kwangsu, y Charles MacArthur (2010). “Student revision with peer and expert reviewing” Learning and Instruction 20.4: 328-338.
Duijnhouwer, Hendrien (2010). Feedback Effects on Student’s Writing Motivation, Process and Performance. Tesis doctoral, Universiteit Utrecht. Recuperado de http://dspace.library.uu.nl/bitstream/handle/1874/43968/duijnhouwer.pdf?sequence=1
Faigley, Lester y Stephen Witte (1981). “Analyzing revision”. Computers and Composition, 32.4: 400-414.
Flower, Linda y John Hayes (1981). “A Cognitive Process Theory of Writing”. College Composition and Communication 32.4: 365-387.
Guasch, Teresa et al (2013). “Effects of Feedback on Collaborative Writing in an Online Learning Environment”. Distance Education 34.3: 324-338.
—— (2010). “Formative e-feedback in collaborative writing assignments: the effect of the process and time”. eLC Research Paper Series, 1: 49-59.
Haswell, Richard H. (2008). “Teaching of writing in higher education”. Handbook of research on writing: History, society, school, individual, text: 331-346.
Hattie, John, y Helen Timperley (2007). “The power of feedback”. Review of Educational Research 77.1: 81-112.
Higgins, Richard, et al (2002). “The conscientious consumer: reconsidering the role of assessment feedback in student learning”. Studies in Higher Education 27. 1: 53-64.
Hounsell, Dai et al (2008). “The quality of guidance and feedback to students”. Higher Education Research y Development 27.1: 55-67.
Hyland, Ken (2003). Second Language Writing. UK: Cambridge University Press.
Hyland, Ken y Fiona Hyland (2006). “Feedback in Second Language Writing”. New York: Cambridge University Press.
Kepner, Christine Goring (1991). “An experiment in the relationship of types of written feedback to the development of second language writing skills”. The Modern Language Journal 75.3: 305-313.
Litosseliti, Lia (2010). Research Methods in Linguistics. London: Continuum International Publishing Group.
Nelson, Melissa M. y Christian D. Schunn (2009). “The nature of feedback: how different types of peer feedback affect writing performance”. Instructional Science 37.4: 375-401.
Nicol, David J. y Debra Macfarlane‐Dick (2006). “Formative assessment and self-regulated learning: a model and seven principles of good feedback practice”. Studies in Higher Education 31.2: 199-218.
Nikiforou, Eleni (2011). “Revising writing in an online learning environment”. Conference. The CALL Triangle: Student, Teacher and Institution. The University of Nottingham: 125-127.
Min, Hui-Tzu (2006). “The effects of trained peer review on EFL students’ revision types and writing quality”. Journal of second language writing 15.2: 118-141.
Straub, Richard (1996). “The concept of control in teacher response: Defining the varieties of ‘directive’ and ‘facilitative’ commentary”. College Composition and Communication 47.2: 223-251.
Price, Margaret et al (2010). “Feedback: all that effort, but what is the effect?”. Assessment y Evaluation in Higher Education 35.3: 277-289.
Straub, Richard y Ronald Lunsford (1995). Twelve readers reading. Responding to college student writing. Cresskill, New Jersey: Hampton Press.
Tapia-Ladino, Mónica (2014). “Los comentarios escritos: género orientado a la consecución de otro género en el proceso de escritura académica”. Onomázein 30: 254-268.
Tapia- Ladino, Mónica et al (2016). Rol de los Comentarios Escritos en la construcción de la tesis desde la perspectiva de estudiantes tesistas y profesores guías. En Universitas Psychologica. 15, n. 4: 1-14.
Tapia-Ladino, Mónica et al (2017). “Retroalimentación con Comentarios Escritos de Ajuste al Género (CEAG) en el proceso de elaboración de tesis de Programas de Formación de profesores”. Lenguas Modernas 50: 175-192.
—— (2016). “Rol de los Comentarios Escritos en la construcción de la tesis desde la perspectiva de estudiantes tesistas y profesores guía”. Universitas Psychologica 15.4.
Venegas, René et al (2016). “Hacia un modelo retórico-discursivo del macrogénero Trabajo Final de Grado en Licenciatura”. Revista Signos 49: 247-279.
Vygotsky, Lev (1978). “Interaction between learning and development”. En Gauvain, M. y Cole, M. (Eds.), Readings on the development of children (segunda edición), (34-41). New York: W. H. Freeman y Company, Recuperado en http://www.psy.cmu.edu/~siegler/vygotsky78.pdf
Walker, Mirabelle (2009). “An investigation into written comments on assignments: do students find them usable?”. Assessment and Evaluation in Higher Education, 34.1: 67-78.
Wisker, Gina et al (2003). “From supervisory dialogues to successful PhDs: Strategies supporting and enabling the learning conversations of staff and students at postgraduate level”. Teaching in Higher Education. 8.3: 383-397.
