Phrasing Feedback to Improve Students' Writing in a Large First-Year Humanities Course

On a revise-and-resubmit assignment in a large introductory History course, students were provided with feedback that was phrased either as questions, statements, or imperatives. This study examines which form was most likely to lead to improvement in the students’ writing. Generalized estimating eq...

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Autores principales:	Mairi Cowan, Tyler Evans-Tokaryk, Abdullah Farooqi, Michael Kaler, Allison Graham
Formato:	article
Lenguaje:	EN
Publicado:	Georgia Southern University 2021
Materias:	writing assessment feedback student learning revision writing instruction history education first year Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/f116ee7f313e4f7aaefcf69700c35d6b
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spelling	oai:doaj.org-article:f116ee7f313e4f7aaefcf69700c35d6b2021-12-02T18:48:35ZPhrasing Feedback to Improve Students' Writing in a Large First-Year Humanities Course1931-474410.20429/ijsotl.2021.150215https://doaj.org/article/f116ee7f313e4f7aaefcf69700c35d6b2021-11-01T00:00:00Zhttps://digitalcommons.georgiasouthern.edu/ij-sotl/vol15/iss2/15https://doaj.org/toc/1931-4744On a revise-and-resubmit assignment in a large introductory History course, students were provided with feedback that was phrased either as questions, statements, or imperatives. This study examines which form was most likely to lead to improvement in the students’ writing. Generalized estimating equations (GEE) were used to analyze a data set comprising 669 individual pieces of feedback on 67 sets of papers. Researchers found that, overall, students were most likely to implement feedback phrased as imperatives and least likely to implement feedback phrased as questions, and that the likelihood shifted somewhat depending on which aspect of writing was being commented upon; the extent of change required; the students’ past performance in the course; and the person providing the feedback.Mairi CowanTyler Evans-TokarykAbdullah FarooqiMichael KalerAllison GrahamGeorgia Southern Universityarticlewritingassessmentfeedbackstudent learningrevisionwriting instructionhistory educationfirst yearTheory and practice of educationLB5-3640ENInternational Journal for the Scholarship of Teaching and Learning, Vol 15, Iss 2 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	writing assessment feedback student learning revision writing instruction history education first year Theory and practice of education LB5-3640
spellingShingle	writing assessment feedback student learning revision writing instruction history education first year Theory and practice of education LB5-3640 Mairi Cowan Tyler Evans-Tokaryk Abdullah Farooqi Michael Kaler Allison Graham Phrasing Feedback to Improve Students' Writing in a Large First-Year Humanities Course
description	On a revise-and-resubmit assignment in a large introductory History course, students were provided with feedback that was phrased either as questions, statements, or imperatives. This study examines which form was most likely to lead to improvement in the students’ writing. Generalized estimating equations (GEE) were used to analyze a data set comprising 669 individual pieces of feedback on 67 sets of papers. Researchers found that, overall, students were most likely to implement feedback phrased as imperatives and least likely to implement feedback phrased as questions, and that the likelihood shifted somewhat depending on which aspect of writing was being commented upon; the extent of change required; the students’ past performance in the course; and the person providing the feedback.
format	article
author	Mairi Cowan Tyler Evans-Tokaryk Abdullah Farooqi Michael Kaler Allison Graham
author_facet	Mairi Cowan Tyler Evans-Tokaryk Abdullah Farooqi Michael Kaler Allison Graham
author_sort	Mairi Cowan
title	Phrasing Feedback to Improve Students' Writing in a Large First-Year Humanities Course
title_short	Phrasing Feedback to Improve Students' Writing in a Large First-Year Humanities Course
title_full	Phrasing Feedback to Improve Students' Writing in a Large First-Year Humanities Course
title_fullStr	Phrasing Feedback to Improve Students' Writing in a Large First-Year Humanities Course
title_full_unstemmed	Phrasing Feedback to Improve Students' Writing in a Large First-Year Humanities Course
title_sort	phrasing feedback to improve students' writing in a large first-year humanities course
publisher	Georgia Southern University
publishDate	2021
url	https://doaj.org/article/f116ee7f313e4f7aaefcf69700c35d6b
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Phrasing Feedback to Improve Students' Writing in a Large First-Year Humanities Course

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