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Commenting on writing: Typology and perceived helpfulness of comments from novice peer reviewers and subject matter experts

Cho, K and Schunn, CD and Charney, D (2006) Commenting on writing: Typology and perceived helpfulness of comments from novice peer reviewers and subject matter experts. Written Communication, 23 (3). 260 - 294. ISSN 0741-0883

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Abstract

How do comments on student writing from peers compare to those from subject-matter experts? This study examined the types of comments that reviewers produce as well as their perceived helpfulness. Comments on classmates' papers were collected from two undergraduate and one graduate-level psychology course. The undergraduate papers in one of the courses were also commented on by an independent psychology instructor experienced in providing feedback to students on similar writing tasks. The comments produced by students at both levels were shorter than the instructor's. The instructor's comments were predominantly directive and rarely summative. The undergraduate peers' comments were more mixed in type; directive and praise comments were the most frequent. Consistently, undergraduate peers found directive and praise comments helpful. The helpfulness of the directive comments was also endorsed by a writing expert. © 2006 Sage Publications.


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Details

Item Type: Article
Status: Published
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Cho, K
Schunn, CDschunn@pitt.eduSCHUNN0000-0003-3589-297X
Charney, D
Centers: Other Centers, Institutes, or Units > Learning Research & Development Center
Date: 1 July 2006
Date Type: Publication
Journal or Publication Title: Written Communication
Volume: 23
Number: 3
Page Range: 260 - 294
DOI or Unique Handle: 10.1177/0741088306289261
Schools and Programs: Dietrich School of Arts and Sciences > Psychology
Refereed: Yes
ISSN: 0741-0883
Article Type: Review
Date Deposited: 18 Aug 2014 17:38
Last Modified: 02 Feb 2019 15:56
URI: http://d-scholarship.pitt.edu/id/eprint/22736

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