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Learning to Write in Urban Elementary and Middle Schools: An Investigation of Teachers' Written Feedback on Student Compositions

Matsumura, Lindsay Clare and Valdes, Rosa and Patthey-Chavez, GG (2000) Learning to Write in Urban Elementary and Middle Schools: An Investigation of Teachers' Written Feedback on Student Compositions. Technical Report. National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California, Graduate School of Education & Information Studies.

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Abstract

In writing instruction, feedback from teachers provides a critical opportunity for students to revise their work and improve as writers. Contexts in which students routinely receive feedback on their work include peer reviews and teacher-student conferences. For many teachers, however, written comments on student papers remain a significant method of response. Despite the importance of teacher responses to student work in facilitating the learning process, little research has examined the relationship between teacher feedback on early drafts of student work and the quality of students' subsequent drafts. Even less research has examined the nature of teachers' written feedback to students in K-12 settings. This study investigates the nature of written instructor responses to student writings and the relationship of these written responses to the quality of subsequent student work in urban elementary and middle schools. Most of the 22 instructors who provided the study's corpus of student writings (N = 114) provided their students with some written feedback, and most of their students incorporated that feedback into their subsequent drafts. Instructors tended to focus most on standardizing their students' written output, with measurable success. Student papers received little feedback about content or organization, and these qualities generally did not change over successive drafts.


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Details

Item Type: Monograph (Technical Report)
Status: Published
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Matsumura, Lindsay Clarelclare@pitt.eduLCLARE
Valdes, Rosa
Patthey-Chavez, GG
Monograph Type: Technical Report
Date: 2000
Date Type: Publication
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Publisher: National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
Place of Publication: University of California, Graduate School of Education & Information Studies
Institution: National Center for Research on Evaluation, Standards, and Student Testing
Schools and Programs: School of Education > Learning Sciences and Policy
Refereed: Yes
Official URL: http://www.cse.ucla.edu/products/reports.php?actio...
Additional Information: Copyright holders: The Regents of the University of California
Date Deposited: 09 Oct 2015 16:10
Last Modified: 31 Jul 2020 19:10
URI: http://d-scholarship.pitt.edu/id/eprint/26217

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