Journal of Response to Writing Oct 2019 RSS Open Access

Creating Space for Student Engagement With Revision: An Example of a Feedback-Rich Class for Second-Language Writers

Kim, Kyung Min

Abstract

Given that feedback from different sources is combined to ripple through the entire revision process, it is important to create a space where students can understand and interact with different modes of feedback in order to work through it. However, pedagogy for the use of multiple feedback sources from a practitioner’s perspective has been rare. To address this paucity of attention, this teaching article suggests a feedback-rich framework to help students grow as independent writers who can navigate the various interactional spaces for their writing and presents a narrative example of a feedback-rich environment for an ESL first-year composition class. Teacher observations of student performance indicate that the emphasis on multiple forms of feedback and reflection helped the students become more analytical about their revisions, more active in writing conferences, more willing to solicit feedback, and thus more engaged with revision.

Journal
Journal of Response to Writing
Published
2019-10-01
CompPile
Open Access
OA PDF Gold
Topics
first-year composition writing pedagogy teacher development revision multilingual writers
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