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Author: Dan Melzer
Publisher: University Press of Colorado
ISBN: 1646423674
Category : Language Arts & Disciplines
Languages : en
Pages : 195
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Book Description
In Reconstructing Response to Student Writing Dan Melzer makes the argument that writing instructors should shift the construct so that peer response and student self-assessment are more central than teacher response. Presenting the results of a national study of teacher and peer response and student self-assessment at institutions of higher education across the United States, Melzer analyzes teacher and peer response to over 1,000 pieces of student writing as well as 128 student portfolio reflection essays. He draws on his analysis and on a comprehensive review of the literature on response to introduce a constructivist heuristic for response aimed at both composition instructors and instructors across disciplines. Melzer argues that teachers and researchers should focus less on teacher response to individual pieces of student writing and more on engaging in dialogue with student self-assessment and peer response, focusing on growth and transfer rather than products and grades. Reconstructing Response to Student Writing, especially when taken together with Melzer’s previous book Assignments across the Curriculum, provides a comprehensive and large-scale view of college writing and responding across the curriculum in the United States.
Author: Dan Melzer
Publisher: University Press of Colorado
ISBN: 1646423674
Category : Language Arts & Disciplines
Languages : en
Pages : 195
Get Book
Book Description
In Reconstructing Response to Student Writing Dan Melzer makes the argument that writing instructors should shift the construct so that peer response and student self-assessment are more central than teacher response. Presenting the results of a national study of teacher and peer response and student self-assessment at institutions of higher education across the United States, Melzer analyzes teacher and peer response to over 1,000 pieces of student writing as well as 128 student portfolio reflection essays. He draws on his analysis and on a comprehensive review of the literature on response to introduce a constructivist heuristic for response aimed at both composition instructors and instructors across disciplines. Melzer argues that teachers and researchers should focus less on teacher response to individual pieces of student writing and more on engaging in dialogue with student self-assessment and peer response, focusing on growth and transfer rather than products and grades. Reconstructing Response to Student Writing, especially when taken together with Melzer’s previous book Assignments across the Curriculum, provides a comprehensive and large-scale view of college writing and responding across the curriculum in the United States.
Author: Dana R. Ferris
Publisher: Routledge
ISBN: 1135655774
Category : Education
Languages : en
Pages : 276
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Book Description
This volume synthesizes and critically analyzes the literature on response to the writing of second language students, and discusses the implications of the research for teaching practice in the areas of written and oral teacher commentary on student writing, error correction, and facilitation of peer response. The book features numerous examples of student texts and teacher commentary, as well as figures and appendices that summarize research findings and present sample lessons and other teaching materials. It is thus simultaneously comprehensive in its approach to the existing research and highly practical in showing current and future teachers how this material applies to their everyday endeavors of responding to student writing and teaching composition classes. Response to student writing--whether it takes the form of teachers' written feedback on content, error correction, teacher-student conferences, or peer response--is an extremely important component of teaching second language writing. Probably no single activity takes more teacher time and energy. Response to Student Writing is a valuable theoretical and practical resource for those involved in this crucial work, including L2 composition researchers, in-service and preservice teachers of ESOL/EFL writers, and teacher educators preparing graduate students for the teaching of writing.
Author: Sarah Warshauer Freedman
Publisher:
ISBN: 9780318352817
Category : English language
Languages : en
Pages : 223
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Book Description
Author: Dana Ferris
Publisher: Routledge
ISBN: 9780805836578
Category : Education
Languages : en
Pages : 194
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Book Description
This volume synthesizes and critically analyzes the literature on response to the writing of second language students, and discusses the implications of the research for teaching practice in the areas of written and oral teacher commentary on student writing, error correction, and facilitation of peer response. The book features numerous examples of student texts and teacher commentary, as well as figures and appendices that summarize research findings and present sample lessons and other teaching materials. It is thus simultaneously comprehensive in its approach to the existing research and highly practical in showing current and future teachers how this material applies to their everyday endeavors of responding to student writing and teaching composition classes. Response to student writing--whether it takes the form of teachers' written feedback on content, error correction, teacher-student conferences, or peer response--is an extremely important component of teaching second language writing. Probably no single activity takes more teacher time and energy. Response to Student Writing is a valuable theoretical and practical resource for those involved in this crucial work, including L2 composition researchers, in-service and preservice teachers of ESOL/EFL writers, and teacher educators preparing graduate students for the teaching of writing.
Author: Dan Melzer
Publisher: University Press of Colorado
ISBN: 0874219396
Category : Education
Languages : en
Pages : 157
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Book Description
In Assignments across the Curriculum, Dan Melzer analyzes the rhetorical features and genres of writing assignments through the writing-to-learn and writing-in-the-disciplines perspectives. Presenting the results of his study of 2,101 writing assignments from undergraduate courses in the natural sciences, social sciences, business, and humanities in 100 postsecondary institutions in the United States, Assignments across the Curriculum is unique in its cross-institutional breadth and its focus on writing assignments. The results provide a panoramic view of college writing in the United States. Melzer's framework begins with the rhetorical situations of the assignments—the purposes and audiences—and broadens to include the assignments' genres and discourse community contexts. Among his conclusions is that courses connected to a writing-across-the-curriculum (WAC) initiative ask students to write more often, in a greater variety of genres, and for a greater variety of purposes and audiences than non-WAC courses do, making a compelling case for the influence of the WAC movement. Melzer's work also reveals patterns in the rhetorical situations, genres, and discourse communities of college writing in the United States. These larger patterns are of interest to WAC practitioners working with faculty across disciplines, to writing center coordinators and tutors working with students who bring assignments from a variety of fields, to composition program administrators, to first-year writing instructors interested in preparing students for college writing, and to high school teachers attempting to bridge the gap between high school and college writing.
Author: Richard Straub
Publisher:
ISBN:
Category : College prose
Languages : en
Pages : 244
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Book Description
A Sourcebook for Responding to Student Writing is a resource for writing teachers. It provides a range of teacher comments on a sampling of college student papers and an anthology of key statements on theory and practice of responding to student writing. Specifically, the book presents: twenty-five sets of responses, made on a sampling of five student papers, including expressive, explanatory, evaluative, and argumentative writing; comments by a variety of teachers both well-recognized composition scholars who have contributed to the research on teacher response and college English teachers whose primary area of study is outside composition; two additional essays without accompanying teacher comments, for further practice; a detailed bibliography on teacher response; a collection of noted articles on reading, evaluating, and responding to student writing[.] Free of analysis and apparatus, the book may be used by teachers in their own ways, according to their own assumptions, predilections and goals, to develop better ways of responding to student writing. --From cover.
Author: Richard Straub
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 500
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Book Description
This work gives the reader a chance to look over the shoulders of 12 theorists, and study how they comment on student writing. It presents over 50 sets of teachers' comments on a sampling of student essays, and describes each of the readers' response styles.
Author: Chris M. Anson
Publisher: Urbana, Ill. : National Council of Teachers of English
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 380
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Book Description
This book contains 16 articles on how teachers respond to students' writing and how they can help students evaluate their own writing and make it more effective. It encourages teachers to study their own assumptions and techniques for responding to student work, assess whether they are helping students take responsibility, and adjust their approaches to meet this goal. The articles are: (1) "Reconceiving Literacy: Language Use and Social Relations" (D. Bleich); (2) "Images of Student Writing: The Deep Structure of Teacher Response" (L. Phelps); (3) "Transactional Theory and Response to Student Writing" (R. Probst); (4) "A Horse Named Hans, a Boy Named Shawn: The Herr von Osten Theory of Response to Writing" (R. Hunt); (5) "Learning to Praise" (D. Daiker); (6) "The Use of Rogerian Reflection in Small-Group Writing Conferences" (D. Thomas and G. Thomas); (7) "Showing Students How to Assess: Demonstrating Techniques for Response in the Writing Conference" (R. Beach); (8) "Responding to Student Journals" (T. Fulwiler); (9) "The Writer's Memo: Collaboration, Response, and Development" (J. Sommers); (10) "Response in the Electronic Medium" (G. Sirc); (11) "Response to Writing as a Context for Learning to Write" (M. Nystrand and D. Brandt); (12) "The Student, the Teacher, and the Text: Negotiating Meanings through Response and Revision" (C. Onore); (13) "The Semantics of Error: What Do Teachers Know?" (S. Wall and G. Hull); (14) "A Theoretical Framework for Studying Peer Tutoring as Response" (A. Matsuhashi and others); (15) "The First Five Minutes: Setting the Agenda in a Writing Conference" (T. Newkirk); and (16) "Response Styles and Ways of Knowing" (C. Anson). (SR)
Author: Rebecca Mlynarczyk
Publisher: Cambridge University Press
ISBN: 9780521540285
Category : Foreign Language Study
Languages : en
Pages : 292
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Book Description
In Our Own Words takes the unique approach of using student writing as a resource for writing instruction and idea development. The defining characteristic of this unique high-intermediate to advanced writing text is the use of non-native student writing to teach writing. This feature makes the text easily accessible to and popular with students. The third edition features 15 new readings by student writers, five new readings by professional writers, updated writing topics, Internet activities to support the writing process, and contextualized revising and editing activities.
Author: Richard Straub
Publisher: Hampton Press (NJ)
ISBN:
Category : College prose
Languages : en
Pages : 348
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Book Description
This text sets out to help teachers gain a practical understanding of response to student writings. It displays and analyzes various sets of comments, defining the strategies used in each and situating teacher response in the larger context of writing instruction.
