Beyond “Giver-Receiver” Relationships: Facilitating an Interactive Revision Process

Main Article Content

Elena Shvidko

Abstract

Research has shown that in order to facilitate the development of students’ writing, teachers need to cultivate principles of effective feedback.  However, revision is a two-side process, and for the maximum effectiveness of this process, there should be more than just a “giver-receiver” relationship.  This teaching article describes a technique—Letter to the Reviewer—that facilitates a two-side collaboration between the teacher and the student.  A Letter to the Reviewer is a memo that students attach to each draft, in which they provide a short reflective note to their reviewer and ask for specific feedback on certain elements of the draft.  The technique was implemented in two first-year composition classes for multilingual writers, and the outcomes demonstrated that the letters facilitated students’ revising skills, increased their sense of agency and engagement, enabled the connection between the classroom and student writing, and helped students become more reflective and analytical writers.

Article Details

How to Cite
Shvidko, E. (2015). Beyond “Giver-Receiver” Relationships: Facilitating an Interactive Revision Process. Journal of Response to Writing, 1(2). Retrieved from https://journalrw.org/index.php/jrw/article/view/35
Section
Teaching Articles
Author Biography

Elena Shvidko, Purdue University

I am a Ph.D. student in the Department of English at Purdue University.  My research interests include second language socialization, second language writing, writing program administration, and TESOL.