Module 3: Writing Development and the Provision of Feedback

[Mary Masehela]

#3364

i am familiar with all techniques shared here. what i found very useful during my postgraduate studies in developing my writing abilities was the application of free writing. i still use it frequently even today. i also enjoy the use of pomodoros. whenever i hold workshops with my students (mentors and tutors), i let them practice free writing. however, i feel i should practice more of these techniques with my postgraduate students.

[Mary Masehela]

#3365

i am familiar with all techniques shared here. what i found very useful during my postgraduate studies in developing my writing abilities was the application of free writing. i still use it frequently even today. i also enjoy the use of pomodoros. whenever i hold workshops with my students (mentors and tutors), i let them practice free writing. however, i feel i should practice more of these techniques with my postgraduate students.

[Joram]

#3409

I use these techniques in my own writing. However, I have taken it for granted that the PG I supervise have these techniques. This is something I will make a point to raise with my students.

[Joram]

#3410

Feed back to students
I combine one-on-one oral feed back and written comments. I fined it appropriate to have written comments/suggestions/critics as feed back to the student and to share with co-supervisors. I find this important just in case there might be conflicting directions and therefore confusion to the student.This way im able to keep records and see how the a student responds to the guidance.In supervision each meets the student seperately and therefore i find useful to be on the same page

[Alando]

#3441

What kind of feedback do you give on your students’ writing?

The kind of feedback I give depends on the stage at which we are with the student. Generally, I prefer to begin by helping the students have a picture of the total journey, which includes the importance of all the chapters and the link between them. I believe the student should have this in mind even though s/he is just beginning. I also prefer to make the student be aware of the importance of observing some basic grammar that is necessary for him/her to communicate with the reader. In one of the PowerPoint presentations, we are advised not to focus on much on grammar but I still believe we need to look at supervision as an extension of either the coursework where this exists or previous levels (e.g. Masters) and effectively emphasise the need for good grammar as a way of making our writings accessible to the intended audience.

After agreeing on these basics, I then give feedback that focus on the various chapters. For example, the feedback I give on chapter one focus on grounding a study, trying to find a knowledge gap that would warrant a study to be carried out, formulating research objectives. Again, the feedback I give on chapter three (the methodology in the case of the university where I work) focus on helping the student to ensure that the data used is obtained and analysed in a transparent way way.

[Tom]

#3471

No, I do not use any of the writing techniques with my students. I realize that I teach them writing skills indirectly by holding up model essays and, once in a while, expressing my enjoyment of a particular writer’s style.
The writing development techniques as presented are not exactly new to me, but their naming is.
Now that I think a little more on it I recognize that I develop my writing in the ways suggested.

[Tom]

#3507

My experience is that it is sometimes difficult to go past the candidate’s style (grammar, punctuation, etc.), if it is “bad,” onto the more serious aspects of writing. In my field – literary studies – it might even be considered reckless as we train scholars to evaluate the creative use of language by very gifted writers. The assumption is that to recognize linguistic beauty, that which is new, the scholar must be more than competent in the language. That said, I agree with the Power Point presenter: for the sake of efficiency it is necessary to focus on what we sometimes refer to as the mechanics of writing. The issues emanating from style can be sorted out later. This strikes me as a very sensible approach.

[Joseph]

#3522

This session has been very enlightening especially on helping students to develop their own of thinking. it is not just enough to write in proper language in terms of grammar and other stylistic approaches. the question of epistemological perspectives must be taken into consideration. It has been frustrating sometimes to spend a lot of time correcting student’s mistakes in editing the work.
Many times supervisors take a lot of time focusing on grammar etc.
In terms of developing own voice, many times students just paraphrase what they read. The presentation has highlighted ways to overcome this.In my experience, I have been encouraging students to use note cards. Each note card has a single idea plus details of the reference for use later while writing. The use of journal either old school (which i commonly use) or new school is important approach. I have gained new thoughts especially one how to summarize thoughts after reading and noting, to have own voice.
-Free writing is new technique which i found very useful

[Joseph]

#3523

Colleagues have highlighted most important areas but let me respond as follows:
1) The kind of feedback I use is combination of face to face and comments on the written text. Use of hard copy is still the most commonly used in my context. Most supervisors seem to be more comfortable with a hard copy rather than the soft copy which for some is still uncomfortable. Use of soft copy where tracking changes is now being more embraced. With the social distancing due to the current pandemic, use of soft copy will become more and more utilized.
– Face to face discussion seems to be more useful for most students and supervisors. This is supported by the idea of conversation style which enables seeking of clarification where things are not clear. The student is able to make ideas clearer
2) The best kind of feedback for me is a combination of all. It is also important to be flexible but help the student to adapt new approaches. For the present context tracking thoughts is more appropriate. Correcting grammar has been the most challenging part of supervision. At our university we have suggested that students seek the help of an editor so that the supervisor can focus on ideas. The presentation has captured pertinent issues in the area feedback.
3) The kind of feedback that raises questions, showing alternative viewpoints and demonstrating existence of ambiguity among others is important in helping the student shape his/her thinking.

[Jan]

#3586

• Do you already use some of these techniques with your students? Yes, I let the students make use of free writing and summaries of work they consulted.
• Let us know which ones or share other suggestions.
• Were there any writing development techniques that were new to you that you might like to try in the future? Yes the use of a reading journal was very practical as well as the 3 phases of prewriting, drafting and editing.
• Do you develop your own writing in the ways suggested in these videos? I will try to make use of these techniques mentioned in the videos. .

[Jan]

#3587

• What kind of feedback do you give on your students’ writing? In the past I asked questions but also made grammar corrections. In future I will focus on questions – looking for sense and meaning.
• What kind of feedback, in your view, is the most effective? Using questions asking for clarification and seeking real meaning.

[Lynette Louw]

#3653

Do you already use some of these techniques with your students? Let us know which ones or share other suggestions.
Yes, all of them. There seems to be a resistance from students to use a writing journal and engaging in free writing.

Were there any writing development techniques that were new to you that you might like to try in the future? No. However, in the process of writing, I am going to encourage writing freely for self and a reading journal in the future. I shall also pay more attention to the development of academic literacies and note the advice from Marrow (2009) on epistemological access. I found the discussion on identity issues in writing very useful, especially the illustrative examples.

Do you develop your own writing in the ways suggested in these videos? I try to do so. I do not practice enough and have not thought about having a journal handy at all times.

[Lynette Louw]

#3654

What kind of feedback do you give on your students’ writing?
Usually using electronic means of feedback by inserting comments in the margin. I have to admit that at a point in time I try to assist them with some form of editing – a section in a chapter for example. In this past this has helped them to gain a better understanding of what my expectations are in terms of contributing towards the Discourse in the discipline and what it means to write at the PhD level (usually difficult for them to grasp, especially in the beginning stages).
I prefer to have face-to-face discussions but our number of full time in attendance students are decreasing. And even if in attendance, there is a preference for electronic feedback. Some of my colleagues convert the word files into a PDF version, which is sent to the student. Do you think this is wise? They are of the opinion that the student has to work through all the feedback rather than using accept ‘’track changes’’ and limited learning takes place. Whether in word or PDF version, the student has to respond to the comments/questions posed.
What kind of feedback, in your view, is the most effective?
Using questions rather than telling students what to do. There are various responses that be used by the supervisor such as posing questions to enhance sense making (clarify meaning), present an opposing viewpoint (disagree) and encouraging students to elaborate more on certain aspects (not sufficient information).
If students articulate well but struggle with writing academically, then they should be encouraged to have an imaginary conversation with their supervisor, asking appropriate questions. After which they should redraft and redraft their writing.

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