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"Yes, a Very Good Point!": A Critical Genre Analysis of a Corpus of Feedback Commentaries on Master of Education Assignments
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Hyatt, David F. – Teaching in Higher Education, 2005
This paper seeks to use a corpus-based analysis of assessment commentaries on Master's level assignments to shed light on the guidance practices of those who provide feedback. The analysis offers a set of functional categories that emerge from the corpus and uses these to consider the degree of transparency evident in the commentaries. Based on…
Descriptors: Discourse Communities, Assignments, Feedback, Academic Discourse