Appendices for How to Talk to a Student Who Isn’t There

Acknowledgements

I am indebted to my colleagues Anna Floch, Sagashus Levingston, Leah Misemer, Theresa Nguyen, Virginia Piper, Eric Vivier, and especially Annika Konrad for their invaluable comments on my comments on commenting. If there is anything in my post you find interesting or enlightening or smart it is almost certainly something one of them suggested; everything else is on me.

References

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Ashwell, T. (2000). Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best Method? Journal of Second Language Writing 9, 227–257.

Bailey, R. & Garner, M. (2010). Is the feedback in higher education assessment worth the paper it is written on? Teachers’ reflections on their practices. Teaching in Higher Education 15, 187–198.

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Lee, I. (2008). Ten mismatches between teachers’ beliefs and written feedback practice. ELT Journal 63, 13–22.

Murtagh, L., & Baker, N. (2009). Feedback to feed forward: student response to tutors’ written comments on assignments. Practitioner Research in Higher Education 3, 20–28.

Parr, J. M., & Timperley, H. S. (2010). Feedback to writing, assessment for teaching and learning and student progress. Assessing Writing 15, 68–85.

Phillips, F., & Wolcott, S. (2013). Effects of interspersed versus summary feedback on the quality of students’ case report revisions. Accounting Education 23, 174–190.

Still, B. & Koerber, A. (2010). Listening to students: A usability evaluation of instructor commentary. Journal of Business and Technical Communication 24, 206-233.

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Sommers, N. (2006). Across the drafts. CCC 58, 248–257.

Weaver, M. R. (2006). Do students value feedback? Student perceptions of tutors’ written responses. Assessment & Evaluation in Higher Education 31, 379–394.

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