LING 402 - ACADEMIC DISCOURSE PRACTICES A critical approach

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					 LING 402 - ACADEMIC
DISCOURSE PRACTICES:
   A critical approach

      Term 2 Week 3
 Making use of feedback on
         writing
                Task 1

• What is the function of feedback?

 Write down your ideas.
                 Task 2
On the handout are some extracts from three
reviews I received in response to a report I
had worked on.
1) look at the extracts and reflect on what
you think my initial reaction to each review
and each comment might have been. What
was my immediate emotional response?
2) Then try to categorise the responses. You
decide what the categories should be.
                   Task 3
  Now divide the reviewers’ comments into

a) those that are specific to this piece of work.
and
b) those that might be of more generic help to
  me i.e. things I should consider in my future
  work, those that are not specific to this piece
  of work
 Your responses to Tania’s feedback
• Emotions
  – You didn’t take account of the word limit!
  – Annoyed that the reviewer didn’t understand what we were
    doing,
  – Appreciative of Reviewer 3’s consideration of our feelings,
  – Frustrated and confused over the contradiction between
    comments,
  – Good to have someone to tell us which comments to follow,
    and which not,
  – A bit dejected after all the hard work,
  – Recognising it is ONLY ADVICE – and some of it might not
    be useful!
  – The value of sharing – talking it through with someone else,
  – Stung by realising, in all honesty, that some of the criticisms
    are justified.
 Your responses to Tania’s feedback
• Categories for feedback
  – Style-related: can be used in future writing
     •   Picking out disjointedness, inconsistencies
     •   Structure
     •   Number of quotes
  – Content-related: specific to this report
     • Things you should have put in
  – Positive / Negative
  – Evaluating the writing / Evaluating the writer
      A Referee’s Recommendation
• OVERALL RECOMMENDATION (please tick the
  appropriate box, by using ‘insert’, ‘symbol’)

•     Accept

•     Accept with minor revisions as specified below

• √   Reject but return for major revisions as specified below

•     Reject
                   … and feedback
    The paper is a fascinating and important discussion of a fundamental issue
    for educators - especially in the FE sector. …. However, the paper needs
    some substantial revision to give it a clearer purpose and direction.
    Suggestions for achieving this as follows:
•   …. the authors need to reference more closely some of their key claims at the
    front end (moral panic, fear of masses, hierarchies of taste) and may also find
    it helpful to make direct reference to the cultural studies arguments (Arnold?
    Bourdieu? Hall?)….
•    The paper is very good on explaining the difference between literacy
    practices within and those beyond FE. However, it is less convincing with
    regard to why this is the case, and why something needs to be done about it,
    or what assists or hampers tutors once they have decided to do something
    about it. …. How does it sit with current debates about the status and worth
    of various academic and vocational credentials? Did the cross section of 30
    courses offer any comparative insight along these lines?
•   The material on generalisation around pp 7-8 is good, but given what is
    claimed at the end of the paper about the applicability of insights across
    many settings, there is room for a bolder, less apologetic assertion about the
    kind of findings one can get from case study. An excellent source is
    Flyvbjerg in Qualitative Inquiry, 2006.
FEEDBACK
FEEDBACK:
Seeing how the
reader reacted
FEEDBACK:
Seeing how the
reader reacted
              FEEDBACK:
Considering   Seeing how the
the reader    reader reacted
               Feedback:
      Seeing how the reader reacted
• The feedback shows how your reader reacted to your
  assignment:
       whether s/he understood what you were saying,
       and whether s/he thought well of it;

• You can use the feedback to assess where you succeeded in
       making the reader’s task of understanding as easy as possible;
       and
       pleasing the reader;
  and where you didn’t succeed in this.

• You can use the feedback to help you to get better at
  ‘considering the reader’ in the future:
       what will you need to do in your NEXT assignment to make sure
     the       reader’s response is the way you want it to be.
Getting feedback ‘during’, not ‘after’
 by asking a friend to read your writing and let
 you know how they react to it.

   [ The alternative is
     to wait for tutor feedback …. ]
         Functions of Feedback
• Explain the grade in terms of strengths and weaknesses;
• Correct any faults in the assignment;
• Evaluate the match between the paper and ‘ideal’
  assignment;
• Engage in a dialogue with the author;
• Give advice on improving this assignment;
• Give advice which will be useful for writing a future
  assignment.
• Others? ……..
      Functions of Feedback
• Any others? ……
                Using feedback
• Talk the feedback over with your tutors and/or a fellow
  student in order to
   – Make sure you know what the tutor means
   – Develop and build on what you have done


• If the feedback includes questions, go and see the tutor
  in her/his office hour to discuss them

• For each bit of feedback, make a note of what to do the
  same or differently in future assignments
                Task 4
• Look at your own feedback. Look for
  examples of specific and generic points
  – as we did in the previous task.
• Be prepared to share with the class one
  thing you learnt from your feedback
  which you will bear in mind in your
  future writing.
             Advice for the future
•   Need to support points; not overgeneralise;
•   Don’t assume anything is common knowledge;
•   Avoid informal usage, e.g. ‘totally’;
•   Don’t just list features, but explain each more deeply
    than you thought;
•   When you cite, discuss it and take up a positive or
    negative stance towards it;
•   Use summaries of sevel sources;
•   Remember it is ONLY ADVICE;
•   Include more signposting, even with sub-headings;
•   Don’t over-simplify, or over-complicate: go for the
    heart of the point
               Advice for the future
•   Give tables and figures a number and title / caption;
•   Clarify how you interpret the data
•   Do use examples from own context – with analysis;
•   Re-read before handing in to check structure of paragraphs;
•   Explain things more deeply;
•   Don’t just quote, but show that you understand it, and have a
    view on it;
•   Show where ideas come from – maybe beyond the actual quote
    or reference;
•   Use examples to show understanding, and to provide depth;
•   Don’t use any words you don’t need
                Discussion

• Any changes in perspective?
• Any insights?
ACTION PLANS
               Next week:
• What help do you want with writing your
  dissertation proposals?

• Bring what you have done so far

				
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posted:7/25/2013
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