Student and Instructor Use of Comments on Business Communication Papers

Abstract

Writing comments on student papers takes tremendous effort, and this study attempted to determine how students use these comments, the importance of the comments, and methods to encourage students to use comments. The results revealed that students' course grades did not correlate with their use of comments; however, students were likely to review comments if they had to rewrite assignments. Significant differences existed between course grades and these variables: (a) how well students read comments, (b) how useful com ments were, (c) how well students understood comments, and (d) how likely students were to get help in understanding comments.

Student justice perceptions following assignment feedback

“…This lack of research is surprising, given the role that perceptions of feedback play in the learning process (Winter et al, 1996). In an extensive search of the literature on justice in education settings, only one study could be found that explicitly examined the relationship between student justice perceptions and learning.…”

“…Indeed grades received can shape the interpretation and utility of written comments. For example, low grades can reduce the student's willingness to read or understand the instructor's suggestions for improving future performance (MacDonald, 1991;Winter et al, 1996). While academics and students generally view grades as an indicator of learning, as well as providing guidance for future study, students' perceptions are also influenced by the recognition that assessments can have real consequences for future work and life opportunities (Tata, 1999).…”

Using Facebook to Develop Grammar Discussion and Writing Skills in English as a Foreign Language for University Students

“…This is because sentence structure is an important part of effective writing, and it is also one of the additional criteria essential for the development of academic writing skills (Saunders & Scialfa, 2003). Moreover, accuracy in sentence structure is concerned with the abilities to develop various types of sentences (Winter, Neal, & Warner, 1996).…”

The Effects of Pre-exam Instruction on Students' Performance on an Effective Writing Exam

“…Written feedback has, however, two major disadvantages: It is time-consuming (Quible, 1997), and it often overwhelms students, who then ignore all but the comments that they understand and agree with (Quible, 1997). In consideration of these shortcomings, the tutorial design used oral feedback, which allows the instructor to check quickly the comprehensibility of the feedback given (Quible, 1997), encourages active participation in error identification and correction (Fassler, 1978;Hyland, 1990;Keh, 1990, Winter et al, 1996, and is less time-consuming than written feedback (Winter et al, 1996). Research has shown that oral feedback is especially useful for students whose writing abilities are substandard, perhaps because students who would not seek clarification of written feedback are now placed in a context in which they are encouraged to do so (Quible, 1997).…”

“…For example, when a student is writing for an academic assignment, high priority is given to the use of relevant examples and details that are emphasized by the instructor. Additional criteria commonly mentioned as important in effective academic writing include proper use of grammar, correct spelling, organization and coherence, sentence structure, punctuation, clarity of ideas, content, and style (Catanach & Golen, 1996;Gee, 1972, Goldberg, Roswell, & Michaels, 1996Huddleston, 1954;Lynch & Golen, 1992;Robertson, 1986;Strand, 1997;Tindal & Parker, 1991;Winter, Neal, & Warner, 1996). Although there has been some criticism of the evaluation of writing on the basis of such basic skills as grammar and sentence structure, these criteria are the building blocks of effective writing and are expected in academe and in many workplace settings.…”