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Teachers’ written feedback and the formation of scholarly identity: a case study
Kristianstad University, School of Education and Environment, Avdelningen för Humanvetenskap. (Språk, medier, litteratur och lärande)
2013 (English)In: Lärarlärdom: högskolepedagogisk konferens 2013 i Kristianstad / [ed] Stefan Larsson, Kristianstad: Kristianstad University Press , 2013, 58-71 p.Conference paper (Other academic)
Abstract [en]

My paper focuses on two forms of teachers’ written feedback: direct,  i.e.  correction   of  errors,  including   grammar,   punctuation   and spelling;  and indirect,  which  identifies  but does  not correct  problems  – either real or potential.  I argue that the two forms, when they are com- bined,  have  an important  role to play in guiding  students  to an under- standing  of what  constitutes  a "good"  written  text  in English.  Such  an understanding  is an important  element  in the overall  goal of academic writing, which is not only to produce a text that satisfies the requirements of  the  examiner  but  also  to  create  and  promote  a  distinct  and  stable scholarly identity – an aspect of writing that is often neglected in studies of writing. Unlike much research on the subject, my article focuses on an individual student, a Chinese postgraduate of English at Kristianstad University.

Place, publisher, year, edition, pages
Kristianstad: Kristianstad University Press , 2013. 58-71 p.
Skrifter utgivna vid Högskolan Kristianstad, ISSN 1404-9066 ; 2014:01
Keyword [en]
direct feedback, indirect feedback, academic writing, scholarly identity
National Category
URN: urn:nbn:se:hkr:diva-11734OAI: diva2:694807
Available from: 2014-02-07 Created: 2014-02-07Bibliographically approved

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Mattisson Ekstam, Jane
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