Teaching English in the Two-Year College Dec 2009

Rhetorical Roulette: Does Writing-Faculty Overload Disable: Effective Response to Student Writing?

Melanie Lee

Abstract

This article describes a pilot study that suggests writing-faculty workload may affect the pedagogical focus and rhetorical effectiveness of written response to students’ essays.

Journal
Teaching English in the Two-Year College
Published
2009-12-01
DOI
10.58680/tetyc20099448
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Topics
rhetorical criticism writing pedagogy affect and writing editorial matter
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Citation Context

Cited by in this index (3)

  1. Franz et al. (2024)
    Black Linguistic Justice from Theory to Practice
    College Composition and Communication
  2. Mische (2020)
    Breaking Through the Prison Walls of Feedback
    Pedagogy
  3. Cunningham (2019)
    Student Perceptions and Use of Technology-Mediated Text and Screencast Feedback…
    Computers and Composition

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