Speaker
Description
This presentation examines a second-year university writing course where students receive peer-assessment feedback and teacher review on their drafts, focusing on style, formatting, grammar, and suggestions for improvement. While many students have used this feedback to strengthen their writing, an increasing number have not submitted drafts in recent years. A student survey explored reasons for this reluctance and gathered ideas for refining the teacher review process. Results and analysis will be shared.
Summary
In a second-year university writing course, students receive peer-assessment feedback and a teacher review of their drafts, focusing on writing style, formatting, grammar, and improvement suggestions. While most students previously utilized this feedback to enhance their writing, an increasing number have not submitted drafts in the past two years. A survey was conducted to explore students' reasons for this reluctance and gather suggestions for improving the teacher review process. Results and analysis will be presented.
| Teaching Context | College and university education |
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