Giving appreciative feedback on student writing

Inhalte

Research in writing didactics shows that feedback on academic student writing does not improve writing skills in the long run if it cannot be used for immediate and meaningful revision. In this workshop, participants will learn to use strategies to make their expert feedback more effective and to help students experience more self-efficacy and less anxiety in their academic writing process.

This strategy includes: A feedback loop before final evaluation; an appreciative peer review rhetoric that treats student writing as a contribution to scholarly discourse; a careful consideration of evaluation criteria; and an effective time management approach to reading student texts and composing feedback.

For this workshop, I ask participants to bring a (not too long) student paper that they are currently supervising or have supervised in the past (alternatively a paper they have written themselves).

Lernziele

The participants

• develop useful evaluation criteria and make them transparent to students
• use a helpful and appreciative feedback rhetoric
• adopt a time-efficient peer review format in six steps

Kursleitung: Tyll Zybura

 

Anmerkung(en)

Die Anmeldung erfolgt über die Seite des Hochschuldidaktischen Zentrums Sachsen.

Das Angebot wird im Sächsischen Hochschuldidaktik-Zertifikatsprogamm anerkannt und ist für Lehrende der Universität Leipzig und der weiteren HDS-Mitgliedshochschulen geöffnet.

Weitere Angebote im Rahmen des HDS-Zertifikats finden sie hier.

 

Leitung

Teilnahmekreis

Professor:innen, Juniorprofessor:innen & Tenure-Track-Professor:innen, Postdocs, Promovierende, Lehrende

Themenbereich

Teaching & supervising, Wissenschaftliches Arbeiten und Grundlagen der Lehre, Methodenkompetenz, Sozialkompetenz

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