Abstract
Within response scholarship, although there is some literature addressing response in the context of thesis projects, the student perspective is notably absent. This article brings the students’ perspectives into focus as it is collaboratively written by three thesis students and their adviser. Three main findings are presented discussing the relationship between the thesis adviser and student and the feedback provided throughout the process. First, context plays a critical role in the manner in which the relationship is viewed by both the thesis adviser and student, with factors such as age, prior coursework and supervision of the student, the thesis adviser’s knowledge of the topic, IRB protocols, etc. playing an important role in how both the student and adviser perceive the relationship. Second, written and verbal feedback each play crucial roles in the feedback process, with their relationship often being reciprocal as the written feedback plays an agenda-setting role for verbal exchanges. And, lastly, students’ emotional responses to their thesis adviser’s written feedback are often directly related to the labor that the feedback will create rather than the tone or focus of the feedback itself.
- Journal
- Journal of Response to Writing
- Published
- 2025-04-03
- CompPile
- Open Access
- OA PDF Gold
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