1. LING 402 - ACADEMIC DISCOURSE PRACTICES: A critical approach Term 2 Week 3 Making use of feedback on writing

2. Task 1 What is the function of feedback?What is the function of feedback? Write down your ideas.

3. 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.

4. 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

5. Your responses to Tanias feedback EmotionsEmotions –You didnt take account of the word limit! –Annoyed that the reviewer didnt understand what we were doing, –Appreciative of Reviewer 3s 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.

6. Your responses to Tanias feedback Categories for feedbackCategories for feedback –Style-related: can be used in future writing Picking out disjointedness, inconsistenciesPicking out disjointedness, inconsistencies StructureStructure Number of quotesNumber of quotes –Content-related: specific to this report Things you should have put inThings you should have put in –Positive / Negative –Evaluating the writing / Evaluating the writer

7. A Referees Recommendation OVERALL RECOMMENDATION (please tick the appropriate box, by using insert, symbol)OVERALL RECOMMENDATION (please tick the appropriate box, by using insert, symbol) AcceptAccept Accept with minor revisions as specified belowAccept with minor revisions as specified below Reject but return for major revisions as specified below Reject but return for major revisions as specified below RejectReject

8. … 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: 1. 1.…. 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?)…. 2. 2. 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? 3. 3.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.

9. FEEDBACK

10. FEEDBACK: Seeing how the reader reacted

11. FEEDBACK:

12. FEEDBACK: Considering the reader

13. Feedback: Seeing how the reader reacted The feedback shows how your reader reacted to your assignment: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 inYou can use the feedback to assess where you succeeded in making the readers task of understanding as easy as possible; and pleasing the reader; and where you didnt succeed in this. You can use the feedback to help you to get better at considering the reader in the future: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 readers response is the way you want it to be.

14. 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 …. ]

15. Functions of Feedback Explain the grade in terms of strengths and weaknesses;Explain the grade in terms of strengths and weaknesses; Correct any faults in the assignment;Correct any faults in the assignment; Evaluate the match between the paper and ideal assignment;Evaluate the match between the paper and ideal assignment; Engage in a dialogue with the author;Engage in a dialogue with the author; Give advice on improving this assignment;Give advice on improving this assignment; Give advice which will be useful for writing a future assignment.Give advice which will be useful for writing a future assignment. Others? ……..Others? ……..

16. Functions of Feedback Any others? ……Any others? ……

17. Using feedback Talk the feedback over with your tutors and/or a fellow student in order toTalk 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 themIf 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 assignmentsFor each bit of feedback, make a note of what to do the same or differently in future assignments

18. Task 4 Look at your own feedback. Look for examples of specific and generic points – as we did in the previous task.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.Be prepared to share with the class one thing you learnt from your feedback which you will bear in mind in your future writing.

19. Advice for the future Need to support points; not overgeneralise;Need to support points; not overgeneralise; Dont assume anything is common knowledge;Dont assume anything is common knowledge; Avoid informal usage, e.g. totally;Avoid informal usage, e.g. totally; Dont just list features, but explain each more deeply than you thought;Dont 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;When you cite, discuss it and take up a positive or negative stance towards it; Use summaries of sevel sources;Use summaries of sevel sources; Remember it is ONLY ADVICE;Remember it is ONLY ADVICE; Include more signposting, even with sub-headings;Include more signposting, even with sub-headings; Dont over-simplify, or over-complicate: go for the heart of the pointDont over-simplify, or over-complicate: go for the heart of the point

20. Advice for the future Give tables and figures a number and title / caption;Give tables and figures a number and title / caption; Clarify how you interpret the dataClarify how you interpret the data Do use examples from own context – with analysis;Do use examples from own context – with analysis; Re-read before handing in to check structure of paragraphs;Re-read before handing in to check structure of paragraphs; Explain things more deeply;Explain things more deeply; Dont just quote, but show that you understand it, and have a view on it;Dont 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;Show where ideas come from – maybe beyond the actual quote or reference; Use examples to show understanding, and to provide depth;Use examples to show understanding, and to provide depth; Dont use any words you dont needDont use any words you dont need

21. Discussion Any changes in perspective? Any insights?

22. ACTION PLANS

23. Next week: What help do you want with writing your dissertation proposals?What help do you want with writing your dissertation proposals? Bring what you have done so farBring what you have done so far