ORCID Identifier(s)

0000-0001-6349-9601

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

Comments

Degree granted by The University of Texas at Arlington

28123-2.zip (880 kB)

Share

COinS
 
 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.