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ERIC Number: EJ978564
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: As Provided
Reference Count: 51
ISSN: ISSN-1356-2517
The Impact of Iterative Writing and Feedback on the Characteristics of Tertiary Students' Written Texts
Vardi, Iris
Teaching in Higher Education, v17 n2 p167-179 2012
A major challenge that universities and lecturers face is improving the written output of their students. While many resources are invested in improving tertiary students' writing, lecturing staff and the broader community lament students' abilities. This article reports on a study investigating the characteristics of students' written texts and how they change when students are provided with feedback and an opportunity to rewrite. It reports on changes in both the content of the text (e.g. ideas and analysis) and its form (e.g. the structure of the text) in relation to the demands of the context, and relates the types of feedback provided to the changes observed. It shows that prescriptive text-specific feedback that addresses the integration of content, form, and context is effective in producing positive change in student texts. These findings have implications for universities, disciplinary lecturers, and writing instructors who are interested in improving students' written abilities. (Contains 1 diagram and 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia