Abstract:
The research used the written work of 62 students in a beginning media writing class over the course of one semester to determine if the location, type, or absence of written teacher comment on the students' papers made any difference in the amount and type of revisions made to those papers. Each of the four classes was given one of the following treatments on one of the classes' four major assignments during the course: marginal and end comment, marginal comment only, end comment only, and oral comment only. For this quasi-experimental study, the revisions were classified as additions, deletions, substitutions, or rearrangements. Results showed that only deletions were significant between the four treatments. Marginal and end comment and end comment only were similar, as were marginal comment only and oral comment only. Marginal comments only resulted in the fewest revisions. Marginal and end comments, end comment only and oral comment only had approximately equal numbers of revisions. Generally this study showed that students revised more successfully when given specific comment that included suggestions or strategies for making revisions. The students also revised frequently in response to oral comments.
Keywords:
feed-back follow up, comments, writing, influence
 Download Article | [ ] | 120 kB |
