The impact of iterative writing and feedback on the characteristics of tertiary students' written texts
A major challenge that universities and lecturers face is improving the written output of their students. While many resources are invested in improving tertiary students' writing, lecturing staff and the broader community lament students' abilities. This article reports on a study investi...
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| Format: | Journal Article |
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Routledge Publishing, Taylor & Francis Group
2012
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| Online Access: | http://hdl.handle.net/20.500.11937/40385 |
| _version_ | 1848755856365060096 |
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| author | Vardi, Iris |
| author_facet | Vardi, Iris |
| author_sort | Vardi, Iris |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | A major challenge that universities and lecturers face is improving the written output of their students. While many resources are invested in improving tertiary students' writing, lecturing staff and the broader community lament students' abilities. This article reports on a study investigating the characteristics of students' written texts and how they change when students are provided with feedback and an opportunity to rewrite. It reports on changes in both the content of the text (e.g. ideas and analysis) and its form (e.g. the structure of the text) in relation to the demands of the context, and relates the types of feedback provided to the changes observed. It shows that prescriptive text-specific feedback that addresses the intergration of content, form, and context is effective in producing positive change in student texts. These findings have implications for universities, disciplinary lecturers, and writing instructors who are interested in improving students' written abilities. |
| first_indexed | 2025-11-14T09:02:57Z |
| format | Journal Article |
| id | curtin-20.500.11937-40385 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T09:02:57Z |
| publishDate | 2012 |
| publisher | Routledge Publishing, Taylor & Francis Group |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-403852017-09-13T15:56:51Z The impact of iterative writing and feedback on the characteristics of tertiary students' written texts Vardi, Iris feedback textual analysis process writing tertiary student writing A major challenge that universities and lecturers face is improving the written output of their students. While many resources are invested in improving tertiary students' writing, lecturing staff and the broader community lament students' abilities. This article reports on a study investigating the characteristics of students' written texts and how they change when students are provided with feedback and an opportunity to rewrite. It reports on changes in both the content of the text (e.g. ideas and analysis) and its form (e.g. the structure of the text) in relation to the demands of the context, and relates the types of feedback provided to the changes observed. It shows that prescriptive text-specific feedback that addresses the intergration of content, form, and context is effective in producing positive change in student texts. These findings have implications for universities, disciplinary lecturers, and writing instructors who are interested in improving students' written abilities. 2012 Journal Article http://hdl.handle.net/20.500.11937/40385 10.1080/13562517.2011.611865 Routledge Publishing, Taylor & Francis Group restricted |
| spellingShingle | feedback textual analysis process writing tertiary student writing Vardi, Iris The impact of iterative writing and feedback on the characteristics of tertiary students' written texts |
| title | The impact of iterative writing and feedback on the characteristics of tertiary students' written texts |
| title_full | The impact of iterative writing and feedback on the characteristics of tertiary students' written texts |
| title_fullStr | The impact of iterative writing and feedback on the characteristics of tertiary students' written texts |
| title_full_unstemmed | The impact of iterative writing and feedback on the characteristics of tertiary students' written texts |
| title_short | The impact of iterative writing and feedback on the characteristics of tertiary students' written texts |
| title_sort | impact of iterative writing and feedback on the characteristics of tertiary students' written texts |
| topic | feedback textual analysis process writing tertiary student writing |
| url | http://hdl.handle.net/20.500.11937/40385 |