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Social Positioning and Learning Opportunities in One Student's Textual Transition to College Writing
Peer reviewed
Direct linkBrad Jacobson – Written Communication, 2024
Developing academic writers must continually position themselves discursively as they negotiate institutional, programmatic, and disciplinary contexts. The inextricable relationship of writing and identities raises questions of access to social identities in schools, a particularly salient issue when considering the complexities and challenges of…
Descriptors: Academic Language, Writing (Composition), High School Students, College Students
Student Experiences with Peer Review and Revision for Writing-to-Learn in a Chemistry Course Context
Solaire A. Finkenstaedt-Quinn; Safron L. Milne; Michael N. Petterson; Jasen Chen; Ginger V. Shultz – Written Communication, 2024
Peer review is useful for providing students with formative feedback, yet it is used less frequently in STEM classrooms and for supporting writing-to-learn (WTL). While research indicates the benefits of incorporating peer review into classrooms, less research is focused on students' perceptions thereof. Such research is important as it speaks to…
Descriptors: Peer Evaluation, Formative Evaluation, Feedback (Response), STEM Education
