Active and Transformational Engagement with Writing Feedback : Using Reflection as a Tool to Access Literary Disciplinary Knowledge
Håkansson, Sara LU ; Turner, Ellen LU and Wadsö-Lecaros, Cecilia LU
(2021)
In NJES: Nordic Journal of English Studies
20(2).
p.183-206
- Abstract
- This article explores ways of encouraging student engagement with feedback on literature essays. In addition to standard practice of student-centred peer review coupled with feedback from teachers, we have developed a scaffolded pair of reflection tasks on an introductory-level English literature course. With a focus on our two-step model for student self-reflection, this article highlights some challenges in encouraging active and transformational student engagement with feedback they receive from their peers as well as from their teacher. Based on a study of 243 student reflections submitted during an introductory-level English literature module at a Swedish university from 2018 to 2019, we propose that scaffolding students’ reflection... (More)
- This article explores ways of encouraging student engagement with feedback on literature essays. In addition to standard practice of student-centred peer review coupled with feedback from teachers, we have developed a scaffolded pair of reflection tasks on an introductory-level English literature course. With a focus on our two-step model for student self-reflection, this article highlights some challenges in encouraging active and transformational student engagement with feedback they receive from their peers as well as from their teacher. Based on a study of 243 student reflections submitted during an introductory-level English literature module at a Swedish university from 2018 to 2019, we propose that scaffolding students’ reflection practices is beneficent not only for their individual development as writers of academic texts, but also for their ability to address and engage with comments from peers and teachers. (Less)
- Abstract (Swedish)
- In this article, we explore the importance of feedback on students’ literature essays and challenges in encouraging active and transformational engagement with such feedback. In addition to standard practice of student-centred peer review coupled with feedback from teachers, our model consists of a scaffolded pair of reflection tasks that students are required to complete. Based on a study of 245 student reflections submitted in an introductory-level English Literature module at a Swedish university in 2018 to 2019, we propose a model for developing effective feedback practices on student writing.
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/cc55ab2c-80b7-45fe-ba7f-cfcba30ba359
- author
- Håkansson, Sara
LU
; Turner, Ellen
LU
and Wadsö-Lecaros, Cecilia
LU
- organization
- publishing date
- 2021-10-18
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Student reflection, peer review, feedback, written proficiency, literary analysis, student reflection, peer review, feedback, written proficiency, literary analysis
- in
- NJES: Nordic Journal of English Studies
- volume
- 20
- issue
- 2
- pages
- 183 - 206
- publisher
- Göteborgs universitet, Nordic Association of English Studies
- external identifiers
-
- scopus:85130571623
- ISSN
- 1654-6970
- project
- Student self-reflection in essay writing
- language
- English
- LU publication?
- yes
- id
- cc55ab2c-80b7-45fe-ba7f-cfcba30ba359
- alternative location
- https://njes-journal.com/articles/abstract/694/
- date added to LUP
- 2020-01-25 13:56:40
- date last changed
- 2023-01-27 00:59:05
@article{cc55ab2c-80b7-45fe-ba7f-cfcba30ba359,
abstract = {{This article explores ways of encouraging student engagement with feedback on literature essays. In addition to standard practice of student-centred peer review coupled with feedback from teachers, we have developed a scaffolded pair of reflection tasks on an introductory-level English literature course. With a focus on our two-step model for student self-reflection, this article highlights some challenges in encouraging active and transformational student engagement with feedback they receive from their peers as well as from their teacher. Based on a study of 243 student reflections submitted during an introductory-level English literature module at a Swedish university from 2018 to 2019, we propose that scaffolding students’ reflection practices is beneficent not only for their individual development as writers of academic texts, but also for their ability to address and engage with comments from peers and teachers.}},
author = {{Håkansson, Sara and Turner, Ellen and Wadsö-Lecaros, Cecilia}},
issn = {{1654-6970}},
keywords = {{Student reflection; peer review; feedback; written proficiency; literary analysis; student reflection; peer review; feedback; written proficiency; literary analysis}},
language = {{eng}},
month = {{10}},
number = {{2}},
pages = {{183--206}},
publisher = {{Göteborgs universitet, Nordic Association of English Studies}},
series = {{NJES: Nordic Journal of English Studies}},
title = {{Active and Transformational Engagement with Writing Feedback : Using Reflection as a Tool to Access Literary Disciplinary Knowledge}},
url = {{https://njes-journal.com/articles/abstract/694/}},
volume = {{20}},
year = {{2021}},
}