ERIC Number: ED202042
Record Type: RIE
Publication Date: 1981-Mar
Reference Count: 0
Evaluation and Revision: A Field Study into Student Writers' Uses of Teacher Evaluation.
Edelsberg, Charles M.
Until writing researchers understand how students respond to teacher marking techniques in composition, they risk prescribing strategies that waste teachers' instructional time. For this reason a study with a participant/observation methodology was conducted to describe and interpret student responses to writing instruction methods. The five-month study of an eleventh grade class included observation, occasional participation by the researcher in teacher planning and class activity, interviews with teachers and students, and interpretive analysis. The research revealed that students attended selectively to teacher commentary and also used different sources of information, such as assignment directions or teacher feedback to help generate and edit their compositions. Students who wanted to get good grades or be favored by the teacher construed teacher commentary as absolute judgment on the worth of their performance. Internally motivated students appeared to interpret teacher remarks as information to be used in developing not only their writing, but their personal and social competence as well. The findings suggest that revision guides are useful only for assignments that are motivating. Revision research cannot ignore the processes and contexts of writing if it is going to help develop courses with real meaning for composition students. (HTH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Revision (Written Composition)
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (32nd, Dallas, TX, March 26-28, 1981).