Commenting on Writing
Commenting on Writing
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写作评论
DOI：
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
D. Charney
中科院分区：
文献类型：
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作者：
Kwangsu Cho;C. Schunn;D. Charney
同龄人对学生写作的评论与主题专家的评论相比如何？这项研究调查了评论者产生的评论的类型以及他们感受到的帮助。对同学论文的评论来自两门本科生和一门研究生水平的心理学课程。其中一门课程的本科论文也由一位独立的心理学教师进行了评论，这位教师在向学生提供类似写作任务的反馈方面经验丰富。这两个层次的学生的评论都比教师的要短。教师的评论主要是指令性的，很少是总结性的。大学生同龄人的评论类型比较复杂，指令性评论和表扬性评论是最常见的。本科生的同龄人一致认为，指导性和表扬的评论很有帮助。指令评论的帮助也得到了一位写作专家的认可。
How do comments on student writing from peers compare to those from subject-matter experts? This study examined the types of comments that reviewers produce as well as their perceived helpfulness. Comments on classmates’ papers were collected from two undergraduate and one graduate-level psychology course. The undergraduate papers in one of the courses were also commented on by an independent psychology instructor experienced in providing feedback to students on similar writing tasks. The comments produced by students at both levels were shorter than the instructor’s. The instructor’s comments were predominantly directive and rarely summative. The undergraduate peers’ comments were more mixed in type; directive and praise comments were the most frequent. Consistently, undergraduate peers found directive and praise comments helpful. The helpfulness of the directive comments was also endorsed by a writing expert.