Graduation Semester and Year
2019
Language
English
Document Type
Dissertation
Degree Name
Doctor of Philosophy in English
Department
English
First Advisor
Estee Beck
Abstract
The purpose of this study was to build on the findings by Patton and Taylor (2013) in faculty commenting so that administrators, researchers, and faculty can address how to improve writing pedagogy for students in their disciplinary courses, majors, and professional lives. The researcher interviewed six students enrolled in a graduate-level writing course at a large public university about their experiences with writing and revision decisions based on their response to directive/facilitative comments. Using grounded theory, the researcher found that directive/facilitative comments influenced students' revision practices, which resulted in improved writing in their final drafts and confidence in themselves as writers.
Keywords
Commenting practices, Commenting, WAC/WID, Disciplinary faculty, Revision, Directive/Facilitative commenting, Writing in the disciplines, Confidence in writing
Disciplines
Arts and Humanities | English Language and Literature
License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Recommended Citation
Montgomery, Christina, "Directive/Facilitative Commenting in the Disciplines and its Effects on Student Revision" (2019). English Dissertations. 35.
https://mavmatrix.uta.edu/english_dissertations/35
Comments
Degree granted by The University of Texas at Arlington