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Full and Minimal Markup Both Help Students to Improve Their Writing

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Bibliographic Details
Title: Full and Minimal Markup Both Help Students to Improve Their Writing
Language: English
Authors: Tessier, Jack T. (ORCID 0000-0002-1662-6345), Tessier, Lisa M., Gashler, Daniel, Levitt, Cheryle (ORCID 0000-0002-9571-0130), London, Julie, West, Benjamin S., Winters, Nancy (ORCID 0000-0001-5388-045X)
Source: College Teaching. 2023 71(4):197-206.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 10
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Feedback (Response), Writing Instruction, Writing Improvement, Writing Skills, College Students, Student Attitudes, Grading, Writing Evaluation, Evaluation Methods
Geographic Terms: New York
DOI: 10.1080/87567555.2021.2010637
ISSN: 8756-7555
1930-8299
Abstract: College faculty faces decisions about how to provide feedback on written work. We compared the quality of student writing and student impressions of feedback from both full and minimal markup methods. There was only one significant difference in the quality of writing or content between full and minimal markup. Students scored the functionality of the two markup methods consistently in their ability to improve their writing skills. Student comments were overwhelmingly positive for both markup formats. We encourage teachers to make use of the approach that fits the best with the teaching and learning strategies and designs in their classes.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1395603
Database: ERIC
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Description
Abstract:College faculty faces decisions about how to provide feedback on written work. We compared the quality of student writing and student impressions of feedback from both full and minimal markup methods. There was only one significant difference in the quality of writing or content between full and minimal markup. Students scored the functionality of the two markup methods consistently in their ability to improve their writing skills. Student comments were overwhelmingly positive for both markup formats. We encourage teachers to make use of the approach that fits the best with the teaching and learning strategies and designs in their classes.
ISSN:8756-7555
1930-8299
DOI:10.1080/87567555.2021.2010637