ERIC Number: ED203317
Record Type: RIE
Publication Date: 1980
Reference Count: 0
The Effect of Teacher Comments on the Writing of Four College Freshmen.
Ziv, Nina Dansky
A study exploring the effects of teacher comments on student compositions sought to identify specific, effective teacher responses in order to begin the development of a model of teacher intervention during the writing process. Because a review of the literature revealed that previous studies on the subject had been inconclusive regarding the effect of particular comments on student writing, the case study method was used to explore the effect of comments on the writing of four college freshmen enrolled in a required, year-long, expository writing course. Teacher comments were identified as two major types, explicit and implicit, with each type operating at four levels--structural, conceptual, lexical, and sequential. Students' reactions to comments on their papers were tape recorded and categorized, and their actions in rewriting their final drafts were classified. Patterns of student responses and reactions to particular categories of comments were charted and analyzed. Results indicated that students responded favorably to explicit comments on conceptual and structural levels and unfavorably to implicit comments on lexical and sentential levels. The findings suggest that teachers should try to write comments in a positive and empathic manner, to be aware of the intentions of student writers, ascertain the effects of their comments, and move away from the role of evaluator and toward establishing a dialogue with their student writers. (AEA)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Revision (Written Composition)
Note: Research prepared at New York University.