Full and Minimal Markup Both Help Students to Improve Their Writing

Autor/inn/en	Tessier, Jack T.; Tessier, Lisa M.; Gashler, Daniel; Levitt, Cheryle; London, Julie; West, Benjamin S.; Winters, Nancy
Titel	Full and Minimal Markup Both Help Students to Improve Their Writing
Quelle	In: College Teaching, 71 (2023) 4, S.197-206 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tessier, Jack T.) ORCID (Levitt, Cheryle) ORCID (Winters, Nancy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-7555
DOI	10.1080/87567555.2021.2010637
Schlagwörter	Feedback (Response); Writing Instruction; Writing Improvement; Writing Skills; College Students; Student Attitudes; Grading; Writing Evaluation; Evaluation Methods; New York + Suchen Sie Ihr Suchwort? Schreibunterricht; Writing skill; Schreibfertigkeit; Collegestudent; Schülerverhalten; Notengebung; Schulnote
Abstract	College faculty faces decisions about how to provide feedback on written work. We compared the quality of student writing and student impressions of feedback from both full and minimal markup methods. There was only one significant difference in the quality of writing or content between full and minimal markup. Students scored the functionality of the two markup methods consistently in their ability to improve their writing skills. Student comments were overwhelmingly positive for both markup formats. We encourage teachers to make use of the approach that fits the best with the teaching and learning strategies and designs in their classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01