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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| Auteurs principaux: | , , , , |
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| Format: | article |
| Langue: | EN |
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Georgia Southern University
2021
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| Accès en ligne: | https://doaj.org/article/f116ee7f313e4f7aaefcf69700c35d6b |
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