This is confirmation in receipt of e mail =
.
Gerald
Huddleston
Gerald Huddleston, =
CFE, CBM
Department Chair =
of Degreed
Programs
Remington =
College-Shreveport
318-671-4025
Gerald.Huddleston@remingtoncollege.edu
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From ccalhoon@yvcc.edu Tue Dec 4 18:27:31 2007
From: ccalhoon@yvcc.edu (Carolyn Calhoon)
Date: Tue, 4 Dec 2007 10:27:31 -0800
Subject: [Teaching_Basic_Writing] NEW MODULE POSTED!!!!
In-Reply-To: <000001c83201$9f9dbc90$9ea67286@eng.nau.edu>
References: <1A4207F8295607498283FE9E93B775B401DF9951@EX02.asurite.ad.asu.edu> <000001c83201$9f9dbc90$9ea67286@eng.nau.edu>
Message-ID: <92791E73695831469939903747DB4C73019DF87A@yak-mail.yvcc_nt.local>
Greetings!
Dodie Forrest and Carolyn Calhoon-Dillahunt invite you to join our
conversation about how basic writers respond to teacher feedback:
http://www.mhhe.com/socscience/english/tbw/nov.html.
For the past three years, Carolyn and Dodie have been conducting pilot
studies on how basic writing students respond, affectively and
rhetorically, to teacher comments. Like you, we spend hours and hours
commenting on student texts each term; it's the primary way we
communicate with writers about how to improve their writing.
This module is based on some of our early work measuring student
attitudes about teacher feedback. Our recent work has focused more on
how students use or don't use teacher comments, and this question has
been far more elusive. Initially, we asked students to describe what
changes they made in their revisions and why, and we were surprised when
many attributed the changes to themselves instead of teacher comments.
We also were surprised by how many teacher comments were left unattended
with no explanation.
This quarter, we are using a case study approach to better understand
why students make or don't make changes in their essays and what they
understand and find useful about teacher comments. Although it's too
early to draw conclusions from our work this term, we are finding that
students do take our comments seriously, but there are a variety of
reasons why they may not utilize them. Sometimes they don't understand
(or misinterpret) what's being asked; sometimes they don't agree with or
don't want to pursue the suggested change; sometimes they can't read
what the teacher wrote; sometimes they "cherry pick," selecting comments
they can easily react to and ignoring others; often they just run out of
time and energy to make meaningful use of suggestions.
Dodie and Carolyn are invested in the teaching of basic writing and
recognize such writers are often marginalized. We find these "marginal
spaces," both the basic writing classroom and the white spaces around
the page, to be integral to our work as writing instructors. We don't
assume that any one commentary method works for everyone. With your
input, we hope to gain insight into how basic writers understand and use
these marginal conversations, so we can better use this important
instructional tool in our work.
We look forward to hearing your thoughts about our topic and the way you
use commenting in your own classrooms. In Laura's e-mail, as well as at
the end of our module, we offered some discussion questions as starting
points, but we welcome any other comments, questions, or observations
you may have.
Carolyn & Dodie
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