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ERIC Number: EJ1150449
Record Type: Journal
Publication Date: 2017-Jul
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1931-4744
EISSN: N/A
Affect Matters: When Writing Feedback Leads to Negative Feeling
Taggart, Amy Rupiper; Laughlin, Mary
International Journal for the Scholarship of Teaching and Learning, v11 n2 Article 13 Jul 2017
A continuous challenge in the writing classroom is maintaining openness and positivity around feedback. There are myriad factors that influence the felt experience of the feedback process, and the researchers wanted to understand better how students experience and perceive negative moments, as well as what factors remain salient in their minds after the fact. Therefore, we surveyed students nationwide who had taken a writing intensive course to learn about the moments when they were not able to take teacher feedback and use it to revise, as well as the times when they used feedback against their own judgment. Drawing on Alice Glarden Brand's affective continuum to code the open responses qualitatively, the researchers found that students' expressions of those negative moments often reflected hierarchy, felt disrespect, and confusion; their desire was most often for more time and space, for respect, and for clearly worded, consistent instructions.
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A