Giving Feedback: Preparing Students for Peer Review and Self‐Evaluation

Philippakos, Zoi A. Traga

doi:10.1002/trtr.1568

Cited by 29 publications

(18 citation statements)

References 30 publications

(39 reference statements)

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“…The revision results suggest that critical reading was challenging for students. This confirms the role of comprehension in critical reading for revision (Hayes, ) and also the value of using genre‐specific evaluation criteria (Philippakos, ; Philippakos & MacArthur, , ). The use of evaluation criteria supported students in giving feedback, but perhaps instruction on reviewing could also address comprehension.…”

Section: Discussionsupporting

confidence: 76%

“…The writer or peer reviewer would first score each element (0 if the element was absent, 1 if it was underdeveloped, or 2 if it was well developed) and then write suggestions (Philippakos, MacArthur, & Coker, 2015). The inclusion of genre-specific criteria versus general evaluation criteria can better guide the writer's critical evaluation for revisions (Hoogeveen & van Gelderen, 2015;Philippakos, 2017;Philippakos & MacArthur, 2016a).…”

Section: Feature Articlementioning

confidence: 99%

See 1 more Smart Citation

College Student Writers' Use and Modification of Planning and Evaluation Strategies After a Semester of Instruction

Philippakos¹,

MacArthur²,

Munsell³

2018

J Adolescent & Adult Lit

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The purpose of this study was to investigate how students in a developmental writing course at a community college used and adapted cognitive writing strategies learned in the course. The students participated in a funded research project for the development and evaluation of a writing curriculum based on self‐regulated strategy instruction. The authors investigated students’ application of the planning and revising strategies using think‐aloud protocols. The results showed that students remembered the strategies but did not use them consistently. Also, students tended to use an outline but not always effectively. Finally, reading comprehension seemed to impact their use of revision strategies. Limitations and implications for future research are discussed.

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Section: Discussionsupporting

confidence: 76%

Section: Feature Articlementioning

confidence: 99%

College Student Writers' Use and Modification of Planning and Evaluation Strategies After a Semester of Instruction

Philippakos¹,

MacArthur²,

Munsell³

2018

J Adolescent & Adult Lit

View full text Add to dashboard Cite

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“…Soo (2015) pointed out that a set of clear rules in completing a task and maintaining group harmony can make the learners work together even though they might have peers who have lower proficiency compared to the rest. Phillipakos (2017) highlighted that effective learning can be achieved through three steps. The first is in making it clear to students about the graded criteria for the writing assessment.…”

Section: Methodsmentioning

confidence: 99%

Implementation of Guided Group Academic Writing Using Online Learning Tools

KHIRI

2019

TUR

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Writing is an important skill necessary for students pursuing a higher level of education. The challenge for second language learners would be to write accurate academic essays as required by the course for students that has been aligned to the Common European Framework (CEFR) B1 standard since 2015 at a public institution of higher learning. The academic English course offered at a public institution of higher learning was subjected to a guided academic writing using online tools by Harju and Åkerblom (2017) description of the teacher’s role in facilitating learning to achieve the intended learning outcome which is to write an academic essay focusing on its features. The participants in this study were second year undergraduates in the second semester of their study who struggled to write an essay early in the semester. This study used a quantitative analysis collected from 10 participating students (n=10). The results found that the students made improvements to the feature of their essay and their feedback of the intervention were processed using frequency analysis indicated a hundred percent preference of the students to learn by their own discretion guided by the instructor and supported with online learning tools.

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“…Figure 3 shows an example of a second-grade student's task analysis prior to responding to a persuasive topic: Should students be asked to do chores at home? Task analysis was part of the planning, and students were taught how to plan, draft, and evaluate to revise and edit their work (Philippakos, 2017a(Philippakos, , 2018. The student's response demonstrates how her analysis reflects the demands of the assignment and how she effectively identified her goals to focus her effort.…”

Section: The Ingredients Of Effective Task Analysis In Writingmentioning

confidence: 99%

Using a Task Analysis Process for Reading and Writing Assignments

Philippakos¹

2018

The Reading Teacher

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Proficient writers spend substantial time planning for writing, and that planning begins with analyzing the writing task. They spend time considering the topic, the audience and its needs, and the genre and form of the writing. This rhetorical analysis helps them set goals, orient their attention, and get organized. Task analysis can also help students navigate reading tasks and challenging combined reading–writing tasks. This teaching tip explains a process for critically reading and analyzing writing tasks, as well as combined reading–writing tasks, that can be immediately applied in teachers’ classrooms.

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Giving Feedback: Preparing Students for Peer Review and Self‐Evaluation

Cited by 29 publications

References 30 publications

College Student Writers' Use and Modification of Planning and Evaluation Strategies After a Semester of Instruction

College Student Writers' Use and Modification of Planning and Evaluation Strategies After a Semester of Instruction

Implementation of Guided Group Academic Writing Using Online Learning Tools

Using a Task Analysis Process for Reading and Writing Assignments

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