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What Counts as Legitimate College Writing? An Exploration of Knowledge Structures in Written Feedback

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Title: What Counts as Legitimate College Writing? An Exploration of Knowledge Structures in Written Feedback
Language: English
Authors: Miriam Moore
Source: Journal of Response to Writing. 2024 10(1):31-61.
Availability: Journal of Response to Writing. Brigham Young University Department of Linguistics, 4064 JFSB, Provo, UT 84602. Web site: https://scholarsarchive.byu.edu/journalrw/
Peer Reviewed: Y
Page Count: 33
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Freshman Composition, Writing (Composition), Cognitive Structures, Feedback (Response), Barriers, College Faculty, Teacher Attitudes, Reflective Teaching, Student Writing Models, Writing Instruction, Teacher Role, Teacher Researchers, Theory Practice Relationship
ISSN: 2575-9809
Abstract: Research in feedback literacy (Carless & Boud, 2018; Molloy et al., 2020; Yu & Liu, 2021; Zhang & Mao, 2023) explores student use of written feedback and barriers to feedback uptake; the role of faculty in designing contextually appropriate feedback has been termed teacher feedback literacy (Carless & Winstone, 2020). When feedback does not achieve desired results, faculty must evaluate their feedback practices; they may be unaware of underlying features that hinder feedback effectiveness. In this paper, a long-time instructor of first-year college composition (FYC) interrogates her own feedback practices using tools from the specialization dimension of Legitimation Code Theory (LCT, Maton, 2014; Maton, 2016a; Maton, 2016b). A translation device (Maton & Chen, 2016) connecting feedback data to LCT concepts was constructed to code responses to 105 student drafts. Subsequent analysis reveals that knowledge codes, which legitimate student achievement through the demonstration of specialized knowledge and skills, predominate in the feedback. Comments foregrounding the student writers' dispositions, intentions, and agency occur much less frequently. From these results, the instructor identifies potential barriers to student feedback uptake, including code mismatches and code confusion, which may be mitigated through adjustments to written responses and classroom instruction.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1435384
Database: ERIC
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  Data: Research in feedback literacy (Carless & Boud, 2018; Molloy et al., 2020; Yu & Liu, 2021; Zhang & Mao, 2023) explores student use of written feedback and barriers to feedback uptake; the role of faculty in designing contextually appropriate feedback has been termed teacher feedback literacy (Carless & Winstone, 2020). When feedback does not achieve desired results, faculty must evaluate their feedback practices; they may be unaware of underlying features that hinder feedback effectiveness. In this paper, a long-time instructor of first-year college composition (FYC) interrogates her own feedback practices using tools from the specialization dimension of Legitimation Code Theory (LCT, Maton, 2014; Maton, 2016a; Maton, 2016b). A translation device (Maton & Chen, 2016) connecting feedback data to LCT concepts was constructed to code responses to 105 student drafts. Subsequent analysis reveals that knowledge codes, which legitimate student achievement through the demonstration of specialized knowledge and skills, predominate in the feedback. Comments foregrounding the student writers' dispositions, intentions, and agency occur much less frequently. From these results, the instructor identifies potential barriers to student feedback uptake, including code mismatches and code confusion, which may be mitigated through adjustments to written responses and classroom instruction.
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      – Text: English
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        PageCount: 33
        StartPage: 31
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      – SubjectFull: Writing (Composition)
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      – SubjectFull: Cognitive Structures
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      – SubjectFull: College Faculty
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