Reading and Language Arts
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Browsing Reading and Language Arts by Subject "First year writing"
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Item THE IMPACT OF FACE-TO-FACE VERSUS ONLINE PEER REVIEW ON STUDENTS' WRITING ACHIEVEMENT(2017-11-08) Hine, Lisa; McEneaney, John; mceneane@oakland.eduThis study examines the impact of type of peer review first year college students participated in, either face-to-face (F2F) or online (OL) and its effect on students' writing achievement. Using a two-way repeated measures design, this research measured students' overall writing score as well as the five key areas of writing: focus and meaning; content and development; organization; language use, voice and style; and mechanics and conventions. Since this design allows for a pre- and post-test of the participants, it was chosen to measure the treatment effect, comparing the type of peer review between groups and its overall impact on students’ final writing achievement. The results suggest that there was not a significant effect based on the format of the peer review (F2F vs. OL) in either students' overall score nor in the five key areas of writing. However, there was statistically significant growth in both overall writing achievement scores over time as well as in the five key areas of writing, indicating that regardless of peer review format, first-year writing students’ writing achievement can improve over the course of one semester.Item Using Engagement with Instructor Feedback to Nurture First-Year Writing Students’ Self-Efficacy(2017-11-08) Gabrion, Laura; Leigh, S. Rebecca; leigh23@oakland.eduMany students enter college with low self-perceptions about their writing skills. Research indicates that first-year writing instructors typically rely on the semi-self-regulated steps of the writing process to help students develop positive feelings about their writing. First-year composition courses employ instructor-provided feedback, whether oral or written or both, as a process for helping students improve their writing skills; therefore, an important consideration for teachers of first-year writing is how to engage students in the feedback provided. One way to make instructor feedback useful and meaningful to students is to create opportunities for conversation between student and instructor in advance of the revision stage. By combining instructor feedback with student-composed revision plans, instructors and students can participate in dialogic feedback that encourages both critical thinking and critical revision (Berzsenyi, 2001; Muldoon, 2009). Dialogic feedback diminishes students’ misinterpretations of instructors’ comments and gives students a better understanding of their writing and which skills to work on as they progress. This study investigated students’ interaction with instructional feedback as a method for impacting students’ self-efficacy in first-year composition. Results suggest that active engagement with instructor feedback has the ability to raise students’ confidence, persistence, and performance and should be considered, consequently, as an integral part of the feedback process.