Rhetorical Roulette: Does Writing-Faculty Overload Disable Effective Response to Student Writing?

Autor/in	Lee, Melanie
Titel	Rhetorical Roulette: Does Writing-Faculty Overload Disable Effective Response to Student Writing?
Quelle	In: Teaching English in the Two-Year College, 37 (2009) 2, S.165-177 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6291
Schlagwörter	Feedback (Response); Writing (Composition); Teacher Effectiveness; Faculty Workload; Essays; Writing Evaluation; Time Management; Student Evaluation; Teacher Surveys; Correlation; Educational Policy; Questionnaires; Community Colleges; College Faculty; College Instruction; Classroom Environment; College English; English Instruction; English Teachers; Writing Instruction; Writing Teachers; Teaching Methods; Rhetoric; Teaching Conditions; Kentucky + Suchen Sie Ihr Suchwort? Schreibübung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Essay; Aufsatzunterricht; Zeitmanagement; Schulnote; Studentische Bewertung; Korrelation; Politics of education; Bildungspolitik; Fragebogen; Community college; Community College; Fakultät; Hochschullehre; Klassenklima; Unterrichtsklima; English langauage lessons; Englischunterricht; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Rhetorik; Lehrbedingungen; Unterrichtsbedingungen
Abstract	This article describes a pilot study that suggests writing-faculty workload may affect the pedagogical focus and rhetorical effectiveness of written response to students' essays. To study the relationship between writing-faculty workload and comments that faculty write on students' essays, the author sent an eleven-question survey to 30 English faculty members at six postsecondary institutions. Fifty percent of faculty responded, representing five schools. Eighty percent of respondents provided copies of student papers with comments, including check sheets or rubrics used to provide feedback. While the author's findings--that workload may affect not only written response to students' essays but also pedagogical focus of the response--come as no surprise, they raise important questions for academic deans, English chairpersons, writing program administrators, and writing faculty about effective teaching, responsible education administration, and ethical postsecondary workload policy. (Contains 3 tables.) (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10