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

Forskningsoutput: TidskriftsbidragArtikel i vetenskaplig tidskrift

Standard

Harvard

APA

CBE

MLA

Vancouver

Author

RIS

TY - JOUR

T1 - Learning how to do literature

T2 - Reflecting on writing feedback on an introductory-level literature course

AU - Håkansson, Sara

AU - Turner, Ellen

AU - Wadsö-Lecaros, Cecilia

PY - 2020/1/25

Y1 - 2020/1/25

N2 - In this article, we explore the importance of feedback on students’ 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.

AB - In this article, we explore the importance of feedback on students’ 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.

KW - Student reflection

KW - peer review

KW - feedback

KW - written proficiency

KW - literary analysis

M3 - Article

JO - NJES: Nordic Journal of English Studies

JF - NJES: Nordic Journal of English Studies

SN - 1654-6970

ER -