|Teaching and Learning Forum 2002 [ Proceedings Contents ]|
Edith Cowan University
Often when we look at our students' writing we lament the problems that we see: poor construction of argument, illogical thought processes, lack of clarity, and lack of sufficient insight, analysis and understanding of the topic. Are these problems ones that can be "fixed" by sending students to writing classes or can the lecturer really make a difference?
One lecturer decided to that she had to make a difference and trialled a writing - feedback - writing process with a group of third year students. This paper reports on the process undertaken and demonstrates some of the changes that can occur through examining one student's writing over the course of a semester. The changes in the student's writing will be related to the feedback given and implications for teaching will be drawn.
|Authors: Iris Vardi, Lecturer - Professional Development, Centre for Educational Advancement, Curtin University of Technology. firstname.lastname@example.org
Janis Bailey, Lecturer, Industrial Relations and Human Resource Management, School of Management, Edith Cowan University. email@example.com
Presentation format: Dilemmas in teaching or teaching/research
Please cite as: Vardi, I. and Bailey, J. (2002). Lecturer feedback: Making a difference to student writing. In Focusing on the Student. Proceedings of the 11th Annual Teaching Learning Forum, 5-6 February 2002. Perth: Edith Cowan University. http://lsn.curtin.edu.au/tlf/tlf2002/abstracts/vardi-abs.html