The Effects of Giving Feedback on the Persuasive Writing of Fourth- and Fifth-Grade Students

Peer review is a reciprocal process in which writers both give and receive feedback. Both activities may contribute to student learning; however, few studies have examined the effects of giving feedback separately. The purpose of this study was to examine the effects of giving feedback on the qualit...

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Vydáno v:Reading research quarterly Ročník 51; číslo 4; s. 419 - 433
Hlavní autoři: Philippakos, Zoi A., MacArthur, Charles A.
Médium: Journal Article
Jazyk:angličtina
Vydáno: Newark Blackwell Publishing Ltd 01.10.2016
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Wiley-Blackwell
Témata:
and materials
Assessment
Childhood
Cognitive
Content literacy
Control Groups
Delayed
Early adolescence
Editing
Elementary education
Elementary School Students
Essays
Evaluation Criteria
Experimental
Experimental, quasi‐experimental
Feedback
Feedback (Response)
Genres
Grade 4
Grade 5
Groups
Learning
Learning strategies
Literary genres
methods
Peer Evaluation
Peer review
Persuasion
Persuasive Discourse
Posttests
Pretests
Pretests Posttests
Purpose
Quality
quasi-experimental
Reading
Reading comprehension
Research methodology
Rubrics
Self-assessment
Sociocognitive
Statistical significance
Strategies
Strategies, methods, and materials
Students
Theoretical perspectives
Time
Writing
Writing assignments
Writing Evaluation
Writing Instruction
Writing revision
Writing strategies
ISSN:0034-0553, 1936-2722
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Shrnutí:Peer review is a reciprocal process in which writers both give and receive feedback. Both activities may contribute to student learning; however, few studies have examined the effects of giving feedback separately. The purpose of this study was to examine the effects of giving feedback on the quality of the reviewers' own persuasive writing. Fourth-and fifth-grade students (n = 145) received training in evaluation using genre-specific criteria. They were then randomly assigned to three groups: reviewer, reader control, and time control. The reviewers read persuasive essays, rated them, and gave written suggestions. To control for the effect of reading the essays, the reader control group read the same essays but did not evaluate them; finally, the time control group read narratives to control for time and effort. On the immediate posttests, to assess effects on revision, all students revised two essays written at pretest. To assess transfer and delayed transfer, students wrote and revised essays on new topics. On the immediate posttests, students in the reviewer group included more elements to address the opposing position and end with a message to the reader. In addition, reviewers produced better quality final essays than both control groups did on one immediate posttest and the transfer posttest, and better essays than the reader control group did on the delayed transfer. Implications for research and practice are discussed.
Bibliografie:ark:/67375/WNG-1L0QLM7Q-J
ArticleID:RRQ149
istex:6C3623ED8A6503A25A10F0F82B160A90A11B986E
Appendix A: Scoring the Overall Quality of Persuasive Essays* Appendix B: Rubric for Evaluation
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ISSN:0034-0553
1936-2722
DOI:10.1002/rrq.149