Abstract
Sustainable feedback practices, that can encourage self-regulation of performance and improvement in future work beyond an immediate task, require our students to be active participants in, and users of, the feedback we provide. Critical to this participation are the internal feedback mechanisms of reflection and self-assessment. They require students to make evaluations about their own writing without the aid of external agents, which in turn can encourage better use of teacher feedback. Moreover, dialogic collaborative feedback that encourages this type of self-evaluation through interactive cover sheets has been featured in existing practitioner research studies. This teaching article presents an extension to the use of such cover sheets to include student self-evaluation and reflection in relation to specific marking criteria as part of an existing feedback cycle on a first-year undergraduate course. Observations from the practitioner research presented here highlight how the inclusion of such rubric criteria not only helped to develop students’ confidence in independently monitoring and evaluating their writing but also heightened awareness of the rhetorical features of their texts.
- Journal
- Journal of Response to Writing
- Published
- 2017-01-01
- CompPile
- Open Access
- OA PDF Gold
- Topics
- Export
- BibTeX RIS
Citation Context
Citation data not yet available for this article.
Citation data is not available for Journal of Response to Writing. This journal's publisher does not deposit reference lists with CrossRef.
Related Articles
-
Pedagogy Oct 2024rhetorical criticism first-year composition writing pedagogy basic writing writing across the curriculum graduate education two-year college service learning teacher development revision argument collaborative writing assessment writing program administration multimodality multilingual writers literacy studies race and writing disability studies community literacy editorial matter
-
Journal of Response to Writing May 2024Generous Audience, Activist, Evaluator: Tutor-Teachers’ Knowledge, Practices, and Values for Response to Writing ↗Wisniewski, Carolyn
-
Pedagogy Apr 2024modern rhetorical theory rhetorical criticism feminist rhetorics first-year composition writing pedagogy creative writing teacher development collaborative writing assessment technical communication professional writing grammar and mechanics literacy studies gender and writing literary studies book reviews editorial matter
-
Pedagogy Oct 2023rhetorical criticism first-year composition writing pedagogy writing across the curriculum two-year college teacher development collaborative writing assessment writing centers qualitative research multimodality literacy studies race and writing gender and writing disability studies affect and writing literary studies book reviews editorial matter
-
Pedagogy Apr 2022rhetorical criticism writing pedagogy creative writing writing across the curriculum teacher development collaborative writing assessment writing program administration technical communication professional writing digital rhetoric literacy studies gender and writing disability studies literary studies book reviews editorial matter