The effects of explicit grammar feedback on student writing -- Restricted access to full text
Arleta L. Wiebe. (2012). The Effects of Explicit Grammar Feedback on Student Writing. -- In Proceedings: 8th Annual Symposium: Graduate Research and Scholarly Projects. Wichita, KS: Wichita State University, p.151-152
Grammar, the order and coordination of words in the English language, is essential to useful and elegant communication. This study addresses the effect of teacher feedback on student writing. Three groups of five freshmen students wrote three essays, and following teacher critique, revised the writing. Each group received different styles of feedback: explicit grammar corrections within the text, marginal notes without specific correction, or narrative teacher response. The results showed that all students improved their writing, but the group receiving a narrative response from the teacher developed a higher level of ideas and organizational structure within their writing.
Second Place winner of poster presentations at the 8th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Marcus Welcome Center, Wichita State University, April 18, 2012.
Research completed at the Department of Curriculum and Instruction, College of Education