Teacher comments and students' risk-taking : native and non-native speakers of American English in basic writing

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dc.contributor.advisor Hanson, Linda K. en_US
dc.contributor.author Liu, Yue en_US
dc.date.accessioned 2011-06-03T19:28:16Z
dc.date.available 2011-06-03T19:28:16Z
dc.date.created 1999 en_US
dc.date.issued 1999
dc.identifier LD2489.Z68 1999 .L58 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/177783
dc.description.abstract This comparative case study examines how writing teachers comment on basic writing students' papers, how students respond to these comments, and how students take risks in their revising process. Four U.S., four ESOL basic writing students, and four basic writing teachers participated in the study. Three writing samples of the students' choices including drafts, revisions, and final papers were collected, coded, and analyzed to see the amount of risk-taking. Students were asked to complete the Daly and Miller's Writing Apprehension Test along with a Demographic Information Check Sheet. Each student was interviewed three times: once for each writing sample, and each teacher was interviewed once. The study revealed that students in the study appreciated teachers' written comments on their multiple-draft papers, and that teachers' comments, particularly the ones on content and organization, did help improve their writing ability and motivated these students to take risks in trying new ideas in revision. The ESOL writers tend to take fewer risks and regard revision as making lexical changes because of their unfamiliarity with the English usage and writing conventions, while the U.S. writers take more risks and view revision as a recursive process with different levels of attention.The main purpose of the study was to find out what major factors motivated students' risk-taking in their revisions so that writing teachers will be able to provide comments that motivate students to become better writers. This study will contribute to the understanding of what students really think of teachers' written comments. en_US
dc.description.sponsorship Department of English
dc.format.extent vii, 132 leaves : ill. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh College students' writings, American -- Evaluation. en_US
dc.subject.lcsh English language -- Writing -- Study and teaching (Higher) en_US
dc.subject.lcsh Editing -- Study and teaching (Higher) en_US
dc.subject.lcsh Grading and marking (Students) -- Public opinion. en_US
dc.subject.lcsh English language -- Composition and exercises -- Study and teaching (Higher) en_US
dc.subject.lcsh College students -- Attitudes. en_US
dc.title Teacher comments and students' risk-taking : native and non-native speakers of American English in basic writing en_US
dc.description.degree Thesis (Ph. D.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1159150 en_US

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  • Doctoral Dissertations [3248]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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