Rivista |
EL.LE
Journal Issue | 2 | 2 | 2013
Articolo | 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
- David Newbold - Università Ca’ Foscari Venezia, Italia - email orcid profile
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.
Pubblicato 01 Luglio 2013 | Lingua: 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
TIC e educazione linguistica | ICT and language education
- Insegnare letteratura | Teaching literature
- Paolo E. Balboni
- 01 Luglio 2013
Recensioni
- Caon, Fabio; Serragiotto, Graziano (a cura di) (2012). Tecnologie e didattica delle lingue: Teorie, risorse, sperimentazioni. Torino: UTET Università
- Camilla Spaliviero
- 01 Luglio 2013
- Daloiso, Michele; Balboni, Paolo E. (2012). La formazione linguistica nell’università. Venezia: Edizioni Ca’ Foscari. «SAIL: Studi sull’apprendimento e l’insegnamento linguistico»
- Damiano Longo
- 01 Luglio 2013
- Caon, Fabio (2012). Aime-tu le français? Percezione dello studio obbligatorio del francese nella scuola media. Venezia: Edizioni Ca’ Foscari. «SAIL: Studi sull’apprendimento e l’insegnamento linguistico» 1
- Anna Bertelli
- 01 Luglio 2013
- Serragiotto, Graziano (2012). Cosa ti hanno insegnato al liceo? La percezione di studenti di Lingue sulla loro formazione linguistica. Venezia: Edizioni Ca’ Foscari. «SAIL: Studi sull’apprendimento e l’insegnamento linguistico» 2
- Paolo E. Balboni
- 01 Luglio 2013
Voci dal mondo dell’educazione linguistica
- Il Quadro comune europeo di riferimento per le lingue in Mozambico: 2008-2013
- Anna Rizza
- 01 Luglio 2013
Istituzioni di educazione linguistica
- La Fondazione Russkiy Mir
- Amerigo Zanetti
- 01 Luglio 2013
La dimensione operativa
- An Integrated Approach to Providing Feedback in a Blended Course of Academic Writing
- David Newbold
- 01 Luglio 2013
-
The Motivation of Adolescent Pupils to Learn English as a Foreign Language
A Case Study - Ada Bier
- 01 Luglio 2013
La dimensione teorica
-
Si può osare?
Studio sull’accessibilità della forma passiva e del passato remoto per apprendenti non italofoni in contesto scolastico - Marco Mezzadri
- 01 Luglio 2013
-
La dimensione valutativa dell’apprendimento linguistico del greco antico
Contributo per uno studio comparativo del metodo induttivo-contestuale e del metodo grammaticale-traduttivo - Marco Ricucci
- 01 Luglio 2013
-
La dimensione fisica dell’apprendimento
Implicazioni glottodidattiche - Giuseppe Maugeri
- 01 Luglio 2013
- L’insegnamento dell'italiano L2 ad allievi migranti con bisogni speciali
- Michele Daloiso, Elisabetta Basso
- 01 Luglio 2013
Editoriale
- Dall’analisi testuale alla competenza comunicativa nella fruizione di testi letterari
- Fabio Caon
- 01 Luglio 2013
| DC Field | Value |
|---|---|
|
dc.identifier |
ECF_article_906 |
|
dc.title |
An Integrated Approach to Providing Feedback in a Blended Course of Academic Writing |
|
dc.contributor.author |
Newbold David |
|
dc.publisher |
Edizioni Ca’ Foscari - Digital Publishing |
|
dc.type |
Articolo |
|
dc.language.iso |
it |
|
dc.identifier.uri |
http://edizionicafoscari.it/it/edizioni4/riviste/elle/2013/2/an-integrated-approach-to-providing-feedback-in-a/ |
|
dc.description.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. |
|
dc.relation.ispartof |
EL.LE |
|
dc.relation.ispartof |
Vol. 2 | Num. 2 | Luglio 2013 |
|
dc.issued |
2013-07-01 |
|
dc.identifier.issn |
|
|
dc.identifier.eissn |
2280-6792 |
|
dc.rights |
Creative Commons Attribution 4.0 International Public License |
|
dc.rights.uri |
http://creativecommons.org/licenses/by/4.0/ |
|
dc.identifier.doi |
10.14277/2280-6792/63p |
|
dc.peer-review |
yes |
| Download data |