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Direct linkFlores-Ferrés, Magdalena; van Weijen, Daphne; Osorio-Olave, Gabriela; Palacios-Bianchi, Magdalena; Rijlaarsdam, Gert – Written Communication, 2024
The Chilean curriculum for writing education includes five paradigms: "cultural," "macro-linguistic," "micro-linguistic," "procedural," and "communicative." The implementation of such a poly-paradigmatic curriculum can occur in multiple ways. Therefore, we analyzed classroom practices with two…
Descriptors: Curriculum Implementation, Writing Instruction, Teacher Attitudes, Foreign Countries
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
