ERIC Number: EJ1236923
Record Type: Journal
Publication Date: 2019-Dec
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0155-0640
EISSN: N/A
A Criterion-Based Approach to Oral Feedback on Thesis Writing: An Analysis of Supervisor and Academic Literacy Advisor Feedback
Australian Review of Applied Linguistics, v42 n3 p251-273 Dec 2019
Is oral feedback on thesis writing from supervisors and academic literacy advisors (ALA) based on writing criteria, such as the MASUS (Measuring the Academic Skills of University Students) criteria (Bonanno & Jones, 2007)? The study aimed to investigate the distribution of supervisory and ALA oral feedback in terms of the five MASUS Areas. These Areas of writing were used to analyze fortnightly meetings between two L2 English doctoral candidates and their supervisors (eight meetings) and an ALA (eight meetings). The findings showed that the feedback moves were distributed across the Areas and most moves were produced in multi-Area episodes. However, compared to the ALA, the supervisors covered the Areas less comprehensively, used fewer single-Area episodes, and combined sources with structure. The article concludes that oral feedback on thesis writing is criterion-based, and supervisors can inform their feedback and develop their students' skills by employing tools such as MASUS.
Descriptors: Academic Language, Oral Language, Feedback (Response), Writing (Composition), Doctoral Programs, Graduate Students, English (Second Language), Second Language Learning, Second Language Instruction, Supervisors, College Faculty, Teacher Student Relationship, Meetings, Doctoral Dissertations, Writing Skills, Scoring Rubrics, Writing Evaluation, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A