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This article reports the results of a study using site statistics collected by a learning management system that compares students’ rates of opening instructor feedback on drafts and graded papers. It also examines whether students’ rates of accessing feedback on drafts and graded papers changed over the course of the semester from the first paper to the final paper, and it considers the relationship between student grades and the number of times students opened feedback attachments on their drafts. This study confirms current best practice recommendations advising instructors to provide feedback on drafts and illustrates the importance of attending to the structural dimension of feedback.
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