Learning how to do literature: Reflecting on writing feedback on an introductory-level literature course

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Bibtex

@article{cc55ab2c80b745feba7fcfcba30ba359,
title = "Learning how to do literature: Reflecting on writing feedback on an introductory-level literature course",
abstract = "In this article, we explore the importance of feedback on students{\textquoteright} literature essays and challenges in encouraging active and transformational engagement with such feedback. In addition to standard practice of student-centred peer review coupled with feedback from teachers, our model consists of a scaffolded pair of reflection tasks that students are required to complete. Based on a study of 245 student reflections submitted in an introductory-level English Literature module at a Swedish university in 2018 to 2019, we propose a model for developing effective feedback practices on student writing.",
keywords = "Student reflection, peer review, feedback, written proficiency, literary analysis",
author = "Sara H{\aa}kansson and Ellen Turner and Cecilia Wads{\"o}-Lecaros",
year = "2020",
month = jan,
day = "25",
language = "English",
journal = "NJES: Nordic Journal of English Studies",
issn = "1654-6970",
publisher = "G{\"o}teborgs universitet, Nordic Association of English Studies",

}