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DeborahEMorris_Manuscript_Final.pdf (2.68 MB)

ETD Abstract Container

Abstract Header

Reconsidering Teacher Commentary As Interactive And Collaborative Dialogue: Implications For Student Writing And Revising

Morris, Deborah Eileen
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404236637

Abstract Details

2014, Doctor of Philosophy (Ph.D.), Bowling Green State University, English (Rhetoric and Writing) PhD.
This dissertation focuses on teacher commentary as formative assessment and as collaborative dialogue that actively engages both teacher and student writers in conversations about the writing. Student voices are emphasized throughout this teacher research study of two classes at a Midwestern community college, a study that explores what the FYC student writers want and value in teacher commentary as they write and revise. With a particular research project acting as the contextual “center” of the dialogue, multiple data collection instruments were employed, including: student-generated texts and self-assessments, pre-and post-project questionnaires, personal interviews, and personal observations and reflections from teacher and students. Analysis of this data draws upon feminist theory, grounded theory and an ethnographic perspective to discover, describe, and assess the multiple and varied contexts surrounding student writing and revising as well as student values within these complex contexts. I argue that students do value the collaborative dialogue, interactions and formative assessment found in commentary that gives the students a voice in their own writing and revising, and I further argue that this intentional and rhetorical response to student writing sends a powerful message to those student writers about what we in the field of Rhetoric and Composition truly value in writing.
Lee Nickoson (Advisor)
Melissa Miller (Committee Member)
Kristine Blair (Committee Member)
Sue Carter Wood (Committee Member)
340 p.
Education; Educational Theory; Literacy; Pedagogy; Rhetoric; Teaching
teacher commentary; response; formative assessment; self-assessment; FYC; student engagement; intentional teaching; student-directed dialogue; rhetorical; values; critical literacy; reading; writing; revising

Recommended Citations

Citations

  • Morris, D. E. (2014). Reconsidering Teacher Commentary As Interactive And Collaborative Dialogue: Implications For Student Writing And Revising [Doctoral dissertation, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404236637

    APA Style (7th edition)

  • Morris, Deborah. Reconsidering Teacher Commentary As Interactive And Collaborative Dialogue: Implications For Student Writing And Revising. 2014. Bowling Green State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404236637.

    MLA Style (8th edition)

  • Morris, Deborah. "Reconsidering Teacher Commentary As Interactive And Collaborative Dialogue: Implications For Student Writing And Revising." Doctoral dissertation, Bowling Green State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404236637

    Chicago Manual of Style (17th edition)

bgsu1404236637
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© 2014, all rights reserved.
This open access ETD is published by Bowling Green State University and OhioLINK.