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ERIC Number: ED422589
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 11
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Story of Shifting Perspectives: How Instructors and Students Construct and Use Instructors' Comments on Drafts and Final Versions.
Billings, Simone J.
A study was conducted of 4 university instructors teaching a first-year composition class and of 16 of their students (4 for each instructor) randomly selected. Parts of the interviews, parts of the think-aloud protocols, and parts of the instructors' written comments are examined--the focus is on the way that students and teachers approach instructors' written comments on students' papers. Here students and instructors play out their respective tasks with certain "lines" already given by the "playwright," the educational environment; however, these "actors" could also "improvise" as they saw fit within certain parameters, such as adapting to the perceived needs of specific audiences. According to Louise Rosenblatt (1978), instructor commentary is part of a transactional event. This study identified five sequential periods in this transactional event: (1) students writing in response to a prompt; (2) instructors reading drafts and writing responses; (3) students reading instructor commentary and revising their essays; (4) instructors reading student revisions and writing responses; and (5) students reading instructor commentary on revisions. Throughout these sequential periods students and instructors manifested certain common patterns in making meaning out of each others' texts and their own. They read each other's texts primarily for content, assess each other's texts to some degree, plan what to do as a result of reading each other's texts. But these instructors and students also shift their perspectives according to the stage in this transactional event they are in, interpreting contexts also according to elements outside the particular period of the sequence. (NKA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A