From Inbox to Insight: A Writing Teacher's Reflection on Students' Written Formality.
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| Title: | From Inbox to Insight: A Writing Teacher's Reflection on Students' Written Formality. |
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| Authors: | COP, MICHAEL1 michael.cop@otago.ac.nz |
| Source: | New Zealand Journal of Teachers' Work. 2026, Vol. 23 Issue 1, p22-30. 9p. |
| Subject Terms: | *Writing education, *Reflective teaching, *Literary style, *Teacher-student communication, Communication patterns, Social distance |
| Abstract: | When I receive correspondence from students in my writing classes, I wonder if it is representative of my teaching or of the class's capabilities. Reflecting on that dynamic, I designed a study to assess if I needed to modify either what I need to teach or how I perceive students' capabilities (or something in between). My data suggest that my students are more than capable of identifying shifts in tone for power-distance communication and that I therefore need to be aware of negativity dominance. [ABSTRACT FROM AUTHOR] |
| Copyright of New Zealand Journal of Teachers' Work is the property of Paul Adams and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195305353 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: From Inbox to Insight: A Writing Teacher's Reflection on Students' Written Formality. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22COP%2C+MICHAEL%22">COP, MICHAEL</searchLink><relatesTo>1</relatesTo><i> michael.cop@otago.ac.nz</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22New+Zealand+Journal+of+Teachers'+Work%22">New Zealand Journal of Teachers' Work</searchLink>. 2026, Vol. 23 Issue 1, p22-30. 9p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Writing+education%22">Writing education</searchLink><br />*<searchLink fieldCode="DE" term="%22Reflective+teaching%22">Reflective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Literary+style%22">Literary style</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+communication%22">Teacher-student communication</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+patterns%22">Communication patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Social+distance%22">Social distance</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: When I receive correspondence from students in my writing classes, I wonder if it is representative of my teaching or of the class's capabilities. Reflecting on that dynamic, I designed a study to assess if I needed to modify either what I need to teach or how I perceive students' capabilities (or something in between). My data suggest that my students are more than capable of identifying shifts in tone for power-distance communication and that I therefore need to be aware of negativity dominance. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of New Zealand Journal of Teachers' Work is the property of Paul Adams and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195305353 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 22 Subjects: – SubjectFull: Writing education Type: general – SubjectFull: Reflective teaching Type: general – SubjectFull: Literary style Type: general – SubjectFull: Teacher-student communication Type: general – SubjectFull: Communication patterns Type: general – SubjectFull: Social distance Type: general Titles: – TitleFull: From Inbox to Insight: A Writing Teacher's Reflection on Students' Written Formality. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: COP, MICHAEL IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 11766662 Numbering: – Type: volume Value: 23 – Type: issue Value: 1 Titles: – TitleFull: New Zealand Journal of Teachers' Work Type: main |
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