Student perceptions of the effectiveness of self-editing on their writing: towards a self-regulated approach
A number of studies have highlighted the importance of teaching students to self-edit their work. Self-editing within higher education has been demonstrated to support students' academic writing skills. It also capitalises on lecturers' written corrective feedback on students' essay-...
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Association for Learning Development in Higher Education (ALDinHE)
2017
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oai:doaj.org-article:451fd052982149c8a6c84527ae0d9da42021-11-29T14:02:58ZStudent perceptions of the effectiveness of self-editing on their writing: towards a self-regulated approach10.47408/jldhe.v0i12.4251759-667Xhttps://doaj.org/article/451fd052982149c8a6c84527ae0d9da42017-12-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/425https://doaj.org/toc/1759-667X A number of studies have highlighted the importance of teaching students to self-edit their work. Self-editing within higher education has been demonstrated to support students' academic writing skills. It also capitalises on lecturers' written corrective feedback on students' essay-based assignments making it more effective and meaningful. Utilising a collaborative approach between the Study Support and the School of Health Sciences at a UK-based university, this research evaluated the usefulness of a self-editing worksheet based on the perspectives of students, writing tutors, and the subject lecturer (staff) feedback. Students' perspectives were investigated by content analysing their responses provided in the reflection section of the self-editing worksheet. Qualitative analysis of staff feedback on pre- and post-edit writing was also evaluated. The results show that 65% of students found the worksheet useful and the worksheet helped them make some positive changes to their essays. Evidence would suggest that this pedagogical model is effective in improving levels of academic writing. Implications and suggestions for effective teaching practice and future research are provided in this paper. Gelareh HolbrookVictoria Justine ParkAssociation for Learning Development in Higher Education (ALDinHE)articleself-editingindependent learningacademic writingself-regulated approachTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 12 (2017) |
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DOAJ |
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DOAJ |
| language |
EN |
| topic |
self-editing independent learning academic writing self-regulated approach Theory and practice of education LB5-3640 |
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self-editing independent learning academic writing self-regulated approach Theory and practice of education LB5-3640 Gelareh Holbrook Victoria Justine Park Student perceptions of the effectiveness of self-editing on their writing: towards a self-regulated approach |
| description |
A number of studies have highlighted the importance of teaching students to self-edit their work. Self-editing within higher education has been demonstrated to support students' academic writing skills. It also capitalises on lecturers' written corrective feedback on students' essay-based assignments making it more effective and meaningful. Utilising a collaborative approach between the Study Support and the School of Health Sciences at a UK-based university, this research evaluated the usefulness of a self-editing worksheet based on the perspectives of students, writing tutors, and the subject lecturer (staff) feedback. Students' perspectives were investigated by content analysing their responses provided in the reflection section of the self-editing worksheet. Qualitative analysis of staff feedback on pre- and post-edit writing was also evaluated. The results show that 65% of students found the worksheet useful and the worksheet helped them make some positive changes to their essays. Evidence would suggest that this pedagogical model is effective in improving levels of academic writing. Implications and suggestions for effective teaching practice and future research are provided in this paper.
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| format |
article |
| author |
Gelareh Holbrook Victoria Justine Park |
| author_facet |
Gelareh Holbrook Victoria Justine Park |
| author_sort |
Gelareh Holbrook |
| title |
Student perceptions of the effectiveness of self-editing on their writing: towards a self-regulated approach |
| title_short |
Student perceptions of the effectiveness of self-editing on their writing: towards a self-regulated approach |
| title_full |
Student perceptions of the effectiveness of self-editing on their writing: towards a self-regulated approach |
| title_fullStr |
Student perceptions of the effectiveness of self-editing on their writing: towards a self-regulated approach |
| title_full_unstemmed |
Student perceptions of the effectiveness of self-editing on their writing: towards a self-regulated approach |
| title_sort |
student perceptions of the effectiveness of self-editing on their writing: towards a self-regulated approach |
| publisher |
Association for Learning Development in Higher Education (ALDinHE) |
| publishDate |
2017 |
| url |
https://doaj.org/article/451fd052982149c8a6c84527ae0d9da4 |
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AT gelarehholbrook studentperceptionsoftheeffectivenessofselfeditingontheirwritingtowardsaselfregulatedapproach AT victoriajustinepark studentperceptionsoftheeffectivenessofselfeditingontheirwritingtowardsaselfregulatedapproach |
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