ERIC Number: ED215361
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
What She Thought I Said: How Students Misperceive Teachers' Written Comments.
Ziv, Nina D.
A college expository writing instructor investigated how students perceive teacher intervention during the writing process and how written teacher comments affect successive drafts of student compositions. During the semester, four students were asked to react on tape to the comments the instructor wrote on the second drafts of their compositions and then to use those comments to write a final draft of their papers. The comments were intended to stimulate revisions that would improve the quality of the texts. However, in many cases, there were few changes and the major effect of the comments was to create dissonance in the students' minds between their perceptions of what they had written and the teacher's perceptions as a reader of the texts. The students responded to this dissonance in a variety of ways: one attempted to resolve it by trying to follow the suggestions, some attempted to defend what they had written, while others avoided dealing with the comments by deleting the sentence, word, or section of the text in question. These responses indicated that inexperienced writers do not have the strategies with which to resolve the dissonance such teacher comments create. If teacher comments are to be helpful, they should not only indicate the problems a reader is having with a text, but also suggest strategies to help the student writer solve these problems. (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 (33rd, San Francisco, CA, March 18-20, 1982).