Graduation Year

2010

Location

Ames Library, Illinois Wesleyan University

Start Date

10-4-2010 9:00 AM

End Date

10-4-2010 10:00 AM

Description

This is a study the effectiveness of teacher feedback throughout the writing process and its ability to stimulate student revision. My inquiry focuses on the following questions: 1. What types of written comments result in the most effective revision? 2. Do instructional strategies such as multiple drafting and individual conferencing increase effective revision? I examine ten students' writing folders, coding my feedback into five categories and assessing whether or not students made revisions based on comments. After looking at the percent of change for each category and overall, I then consider whether the revision was positive to determine what types of comments result in the most effective revision. Additionally, I compare the results of students who completed multiple drafts and/or individual conferencing to evaluate the effect of these instructional strategies on revision. Finally, I reflect on the limitations of my study and how these conclusions will influence my future teaching practices.

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Apr 10th, 9:00 AM Apr 10th, 10:00 AM

Motivating Effective Revision Through Teacher Feedback

Ames Library, Illinois Wesleyan University

This is a study the effectiveness of teacher feedback throughout the writing process and its ability to stimulate student revision. My inquiry focuses on the following questions: 1. What types of written comments result in the most effective revision? 2. Do instructional strategies such as multiple drafting and individual conferencing increase effective revision? I examine ten students' writing folders, coding my feedback into five categories and assessing whether or not students made revisions based on comments. After looking at the percent of change for each category and overall, I then consider whether the revision was positive to determine what types of comments result in the most effective revision. Additionally, I compare the results of students who completed multiple drafts and/or individual conferencing to evaluate the effect of these instructional strategies on revision. Finally, I reflect on the limitations of my study and how these conclusions will influence my future teaching practices.