ERIC Number: EJ1075561
Record Type: Journal
Publication Date: 2015-Oct
Abstractor: As Provided
Reference Count: 8
Incentivizing Multiple Revisions Improves Student Writing without Increasing Instructor Workload
Stellmack, Mark A.; Sandidge, Rita R.; Sippl, Amy L.; Miller, Danneka J.
Teaching of Psychology, v42 n4 p293-298 Oct 2015
Previous research has shown that when students are required to submit a draft and a revision of their writing, large proportions of students do not improve across drafts. We implemented a writing assignment in which students were permitted to submit up to four optional drafts. To encourage substantive revisions, students were awarded additional points if they received all points on the grading rubric. Based on the grades of the instructors, 31% of students eventually earned perfect scores in this assignment, compared to 13% in a typical single revision assignment. Permitting students to submit up to four optional drafts resulted in nearly the same amount of grading for the instructor as requiring students to submit two drafts.
Descriptors: Writing Improvement, Writing Instruction, Writing Processes, Revision (Written Composition), Grades (Scholastic), Scores, Writing Assignments, Scoring Rubrics, Undergraduate Students, Psychology, Teaching Methods
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Minnesota