Compassionate Writing Response: Using Dialogic Feedback to Encourage Student Voice in the First-Year Composition Classroom

Tialitha Macklin
California State University, Sacramento

Published Sep 9, 2016



In addition to other unfortunate circumstances, teacher response that comes in the form of negative, generic, and unintelligible commentary causes students to become alienated from writing. This problematic response often results from the lack of supportive student-centered response pedagogies within the first-year composition classroom. In an attempt to prevent additional writerly estrangement and, hopefully, to undo students’ isolation from the writing process, this article explores Marshall Rosenberg’s nonviolent communication theory as a potential framework for a dialogic, compassionate writing response pedagogy.