The Rhetoric of the End Comment

Batt, Thomas A.

doi:10.1207/s15327981rr2402_5

Cited by 2 publications

(2 citation statements)

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“…Finally, in coding a comment's location, we identified whether the comment appeared in the text or at the end of the draft. Because end comments are common in L1 contexts, such as in written feedback in the United States (Batt, 2005;Patchan, Charney, & Schunn, 2009), whereas in-text comments are more common in L2 contexts, such as in written feedback on English texts in Sweden, examining the location of comments helped us to investigate our third research question, which concerns the influence of instructor directions on students' commenting behaviors.…”

Section: Methodsmentioning

confidence: 99%

“…Several scholars have stated that in order for students to use peer review successfully, they need to be trained in how to peer review (cf. Artemeva & Logie, 2003;Beach & Friedrich, 2006;Boud, Cohen, & Sampson, 2001;Carson & Nelson, 1996;Dipardo & Warshauer Freedman, 1988;Dippold, 2009;Falchikov, 2005;Hanrahan & Isaacs, 2001;Hyland & Hyland, 2006a, 2006bSimmons, 2003). Unexplored is the question of the extent to which an instructor's directions, guidance, and modeling influence students' commenting behavior.…”

Section: Influence Of Instructors' Directions About How To Peer Reviewmentioning

confidence: 99%

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Peer Reviewing Across the Atlantic: Patterns and Trends in L1 and L2 Comments Made in an Asynchronous Online Collaborative Learning Exchange Between Technical Communication Students in Sweden and in the United States

Anderson

Bergman

Bradley

et al. 2010

Journal of Business and Technical Communication

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In a globally networked learning environment (GNLE), 16 students at a university in Sweden and 17 students at a university in the United States exchanged peer-review comments on drafts of assignments they prepared in English for their technical communication classes. The instructors of both sets of students had assigned the same projects and taught their courses in the same way that they had in the previous year, which contrasts with the common practice of having students in partnering courses work on the same assignment or on linked assignments created specifically for the GNLE. The authors coded the students’ 816 comments according to their focus and orientation in order to investigate the possible differences between the comments made by the L2 students in Sweden and those made by the L1 (English as a second language) students in the United States, the possible impact of peer reviewing online, and the influence of the instructors’ directions on the students’ peer-reviewing behavior.

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Section: Methodsmentioning

confidence: 99%