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

Main Article Content

Tialitha Macklin

Abstract

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.

Article Details

How to Cite
Macklin, T. (2016). Compassionate Writing Response: Using Dialogic Feedback to Encourage Student Voice in the First-Year Composition Classroom. Journal of Response to Writing, 2(2). Retrieved from https://journalrw.org/index.php/jrw/article/view/60
Section
Teaching Articles
Author Biography

Tialitha Macklin, California State University, Sacramento

Tialitha (Ti) Macklin is an assistant professor at California State University, Sacramento. She has taught composition courses for a decade and, as such, her research interests lie in the first-year composition classroom. Her long-term research agenda focuses on the role of response in the first-year composition classroom and her other professional interests lie in interdisciplinary teaching, working with first-generation students, assessing writing, and using technology in the composition classroom.