Interpersonal dimension of teacher feedback on student writing¶

Theory · All theories
Evidence · no claims cited

Description¶

The article frames feedback on student writing as more than an instructional or informational phenomenon: each paper has a real human author, and the way feedback is received and processed may be influenced by interpersonal factors. Feedback both communicates beliefs about writing and expresses and negotiates human relationships, so adverse student reactions can undermine its instructional value. The article uses this framing to motivate five relational principles of responding to student writing.

Design Implications¶

Context¶

Requirements¶

• Teachers must recognize that a real person produced each written paper and that evaluation carries potential for friction with students

Constraints¶

• The article addresses formal educational settings, including classroom and online teaching, graduate supervision, and one-on-one tutoring

Target Learners¶

• higher education students, including second language writers

Target Learning Objectives¶

• writing development
• motivation and self-confidence as writers

Claims¶

Related Theories¶

Examples¶

• Avoid appropriating student writing; distinguish appropriation from helpful intervention
• Minimize student frustration by making feedback clear, legible, focused, and transparent
• Provide positive comments alongside constructive criticism when responding to student writing

Key Sources¶

• Shvidko, Elena. (2020). Taking into Account Interpersonal Aspects of Teacher Feedback: Principles of Responding to Student Writing. Journal on Empowering Teaching Excellence, Vol. 4, Iss. 2, Article 7. https://doi.org/10.26077/936a-72f7