responding to writing
DESCRIPTION
Feedback on writing at a writing for publication workshop for Emerging Technologies in Higher Education NRF projectTRANSCRIPT
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Feedback on writing
Lynn Quinn
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What is the difference between responding to and marking a piece
of writing?
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Responding• Responding is process not product oriented
people pay attention to the feedback• Focus is on feedback for improvement rather
than on judging or giving a mark• Purpose is to give constructive and formative
comments which will assist the writer to revise his/her writing
• Providing writers with a sense of audience through having a conversation with them
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• Helping writers to consider their writing from a reader’s point of view (how is the reader being positioned?)
• Giving feedback on ‘content’, concepts, logical development of argument
• Helping writers to express their understandings in an appropriate genre for intended purpose. Provide feedback against specific criteria?
• Assisting writer to use the appropriate literacy, conventions, etc.
• Giving constructive and encouraging comments to develop the writers’ confidence
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Kids from broken homes turn to crime.
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According to Smith and Jones (1999) 30% of children between the ages of 9 and 18 from homes where parents are divorced commit some sort of petty crime such as shoplifting.
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All white people are racists. They stole our land and they should go back to Europe where they belong!
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Johnson (1999), in his research in the Gauteng area, found that 34% of black people perceived white people as racist with 19% of those expressing the opinion that white people should return to their countries of origin.
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Understanding academic literacy involves
• learning how knowledge is produced and represented in different disciplines and contexts, for example, the conventions for what counts as an acceptable argument or convincing evidence.
• learning the strategies for understanding, discussing, organizing and producing texts in different disciplines (e.g. structure, voice, referencing, explicitness, links between theory and practice, vocabulary etc.)
• Genre of journal articles (differences)
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The respondent should comment on• Meaning, content, concepts
• Genre & academic literacy issues– structure– argument– evidence– cohesive devices– voice– explicitness– positioning of the reader– tentativeness, etc.– Appropriate for specific purpose/specific journal
• Surface errors: Grammar, spelling, punctuation
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Ways of responding to writing: depends on individual & quality of
writing• read whole paper first: prioritise issues; global
comments• respond against specific journal criteria • ask questions in the body of the text• explicit and direct comments; clear and
specific strategies for revision• relationship between in text-and summative
comments
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Ways of responding cont..
• constructive, positive feedback• comments to develop metacognitive knowledge • respond as a reader to a specific writer (sense of
audience)• avoid unfamiliar jargon• do not take over the writing
• Tone?• Track changes?