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3 years ago
Wednesday, February 24, 2010
Reading Response - Writing to Mean
Unfortunately, this article is an opinion piece with research done that was very limited in scope. With only two participants, it would be difficult to extend any conclusions beyond the bounds of this study. It does seem intuitive that writers would respond by expanding upon their thoughts given content-based feedback than when given form-based feedback. It is nice to see this hypothesis operationalized and tested. It doesn't seem to really get at whether question forms are more valuable for processing and revision than declarative feedback. It would be interesting to see the work expanded, and the researcher design research that would be more demonstrative of the efficacy of different types of feedback.
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What's your own take on giving and receiving feedback in question vs declarative form? And what's your own take on focusing on form vs focusing on content when giving students feedback....is this even a real either/or situation? Could it be a false dichotomy?
ReplyDeleteI agree with Terrie in that content will help determine form and so I think it then follows that the form will change when the content changes. I do see Jeffrey's critique that it's intuitive that we understand this concept and so the research itself seems a bit like a test to "make sure" that what our guts are telling us is "true" (supported by research).
ReplyDelete@Terrie
ReplyDeleteI think the kind of feedback given is influenced by the target of the feedback. If I am an Olympic ice skating coach and I see a technical problem in a routine, I am more likely to provide direct feedback about the adjustments I believe the skater needs to make. I'm not likely to frame it as a question. If I believe that the aesthetics of the routine need work, I'm likely to frame my feedback in the form of question (or questions) designed to help the skater think critically about the program. I think this roughly correlates to the kinds of feedback that lend themselves to form and those that lend themselves to content in language writing.