Abstract/Details

Peer response of digital and non -digital texts in a composition classroom


2009 2009

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Abstract (summary)

The practice of peer response of student texts has long been a staple of the composition classroom, but existing peer response approaches do not easily adapt for use with digital texts (e.g., digital movies or slide presentations). This study uses grounded theory methodology to examine peer response of digital and non-digital, print-on-paper texts in a first-year university writing classroom. Through qualitative and quantitative analyses of response session transcripts, classroom artifacts, and students' responses to multiple surveys, this study focuses on the differences in how peer response is implemented and in the feedback offered when students engage in peer response of digital and non-digital texts.

The results of this study indicate a significant number of differences between the ways students in this classroom responded to their peers' digital and non-digital texts: students offered far more comments in non-digital sessions, and focused those comments more heavily on sentence-level concerns (e.g., punctuation, word choice, phrasing), while in digital peer response sessions, students focused their comments on more global, whole-text concerns (e.g., organization, thesis). Students also seemed to take on different roles in the different peer response sessions, responding as fellow writers in the non-digital sessions but taking on a more passive "audience" when discussing the digital texts. Additionally, students reported the development of fewer and less-detailed plans for the revision of their texts following the digital peer response sessions.

Though neither the digital nor the non-digital sessions can be characterized as entirely positive or negative, my results emphasize the need for approaches to peer response designed specifically for digital texts, and to that end, I conclude with suggestions, drawn from my results, intended to contribute to the development of such approaches.

Indexing (details)


Subject
Rhetoric
Classification
0681: Rhetoric
Identifier / keyword
Language, literature and linguistics; Composition; Digital writing; Feedback; New media; Peer response
Title
Peer response of digital and non -digital texts in a composition classroom
Author
Sheffield, Stephanie A.
Number of pages
141
Publication year
2009
Degree date
2009
School code
0128
Source
DAI-A 71/02, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781109638967
Advisor
Devoss, Danielle
University/institution
Michigan State University
University location
United States -- Michigan
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3395490
ProQuest document ID
304949124
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304949124
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