Responding to writing

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Feedback on writing at a writing for publication workshop for Emerging Technologies in Higher Education NRF project

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Responding to writing

  1. 1. Feedback on writing Lynn Quinn
  2. 2. What is the difference betweenresponding to and marking a piece of writing?
  3. 3. 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
  4. 4. • 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
  5. 5. Kids from broken homes turn to crime.
  6. 6. According to Smith and Jones (1999) 30% ofchildren between the ages of 9 and 18 fromhomes where parents are divorced commitsome sort of petty crime such as shoplifting.
  7. 7. All white people are racists. They stole ourland and they should go back to Europe wherethey belong!
  8. 8. Johnson (1999), in his research in the Gautengarea, found that 34% of black peopleperceived white people as racist with 19% ofthose expressing the opinion that whitepeople should return to their countries oforigin.
  9. 9. 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)
  10. 10. 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
  11. 11. 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
  12. 12. 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?

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