Journal | EL.LE
Journal Issue | 2 | 2 | 2013
Research Article | An Integrated Approach to Providing Feedback in a Blended Course of Academic Writing
An Integrated Approach to Providing Feedback in a Blended Course of Academic Writing
Abstract
An exploration of ways of providing feedback was conducted in a blended course of academic writing for postgraduate (PhD) students in history, geography and anthropology. The online resources of the Moodle Platform were used to provide initial, colour-coded feedback, which proved simple to use (for the teacher) and easy to interpret (for the students). The redrafted versions made as a result of this feedback were then subjected to peer revision and a final teacher overview in a follow-up workshop. The study concludes by suggesting that an integrated approach to feedback, using online and traditional resources, can enhance a process-oriented approach to teaching writing, while addressing the issue of time management of feedback which has been identified as a major concern of teachers of writing.
Published July 1, 2013 | Language: it
Copyright © 2013 David Newbold. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.
Permalink http://doi.org/10.14277/2280-6792/63p
