Essay Feedback: How Can It Help Students Improve Their Academic Writing?
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| Title: | Essay Feedback: How Can It Help Students Improve Their Academic Writing? |
|---|---|
| Language: | English |
| Authors: | Norton, Lin S., Norton, J. C. W. |
| Peer Reviewed: | N |
| Page Count: | 17 |
| Publication Date: | 2001 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Academic Discourse, Feedback, Foreign Countries, Higher Education, Student Needs, Teacher Response, Writing Improvement, Writing Research |
| Geographic Terms: | United Kingdom (England) |
| Abstract: | One of the ways in which tutors can help students improve their academic writing is to give them positive and constructive feedback on their work. D. Hounsell, however, suggests that written comments may fail to connect because tutors' and students' perceptions of marking criteria can be very different. This paper reports on two research studies, both concerned with how lecturers can make their written feedback effective. The paper states that the first study (Norton and Norton, 2001) reports on the use of an essay feedback checklist as a means of more effectively targeting written feedback, while the second study, an earlier piece of research by L.S. Norton (1997), reports on how feedback was perceived by students and its effect on their motivation to improve their academic writing in subsequent essays. It explains that the first study was carried out in a psychology department of a university college in England with 61 first-year students and 65 third-year students (Figure 1 of 2 contains the essay feedback checklist). It also explains that the second study was conducted with 47 third-year psychology students (in stage 1) and continued (in stage 2) with 40 of the original group. The paper concludes that using the essay feedback checklist is worthwhile, and students are strongly affected by the grade they receive. (NKA) |
| Entry Date: | 2001 |
| Accession Number: | ED454530 |
| Database: | ERIC |
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