메뉴 건너뛰기




Volumn 24, Issue 2, 2023, Pages 95-108

A review of educational dialogue strategies to improve academic writing skills

Author keywords

Feed back; feed forward; feed up; higher education; student learning

Indexed keywords


EID: 85058416856     PISSN: 14697874     EISSN: 17412625     Source Type: Journal    
DOI: 10.1177/1469787418810663     Document Type: Article
Times cited : (19)

References (80)
  • 1
    • 84994713412 scopus 로고    scopus 로고
    • Peer review as a strategy for improving students’ writing process
    • (, ): 179–92
    • Baker KM (2016) Peer review as a strategy for improving students’ writing process. Active Learning in Higher Education 17(3): 179–92.
    • (2016) Active Learning in Higher Education , vol.17 , Issue.3
    • Baker, K.M.1
  • 3
    • 79955553276 scopus 로고    scopus 로고
    • Generating dialogue in assessment feedback: Exploring the use of interactive cover sheets
    • Bloxham S Campbell L (2010) Generating dialogue in assessment feedback: Exploring the use of interactive cover sheets. Assessment & Evaluation in Higher Education 35(3): 291–300.
    • (2010) Assessment & Evaluation in Higher Education , vol.35 , Issue.3 , pp. 291-300
    • Bloxham, S.1    Campbell, L.2
  • 4
    • 33847185210 scopus 로고    scopus 로고
    • Learning to write in higher education: Students’ perceptions of an intervention in developing understanding of assessment criteria
    • Bloxham S West A (2007) Learning to write in higher education: Students’ perceptions of an intervention in developing understanding of assessment criteria. Teaching in Higher Education 12(1): 77–89.
    • (2007) Teaching in Higher Education , vol.12 , Issue.1 , pp. 77-89
    • Bloxham, S.1    West, A.2
  • 5
    • 34547668851 scopus 로고    scopus 로고
    • Improving the quality of students’ academic writing: An intervention study
    • (, ): 419–38
    • Boscolo P Arfé B Quarisa M (2007) Improving the quality of students’ academic writing: An intervention study. Studies in Higher Education 32(4): 419–38.
    • (2007) Studies in Higher Education , vol.32 , Issue.4
    • Boscolo, P.1    Arfé, B.2    Quarisa, M.3
  • 6
    • 84879665126 scopus 로고    scopus 로고
    • Rethinking models of feedback for learning: The challenge of design
    • Boud D Molloy E (2013) Rethinking models of feedback for learning: The challenge of design. Assessment & Evaluation in Higher Education 38(6): 698–712.
    • (2013) Assessment & Evaluation in Higher Education , vol.38 , Issue.6 , pp. 698-712
    • Boud, D.1    Molloy, E.2
  • 7
    • 84886090324 scopus 로고    scopus 로고
    • Does student engagement in self-assessment calibrate their judgement over time?
    • (, ): 941–56
    • Boud D Lawson R Thompson D (2013) Does student engagement in self-assessment calibrate their judgement over time? Assessment & Evaluation in Higher Education 38(8): 941–56.
    • (2013) Assessment & Evaluation in Higher Education , vol.38 , Issue.8
    • Boud, D.1    Lawson, R.2    Thompson, D.3
  • 8
    • 84924175383 scopus 로고    scopus 로고
    • The calibration of student judgement through self-assessment: Disruptive effects of assessment patterns
    • Boud D Lawson R Thompson D (2015) The calibration of student judgement through self-assessment: Disruptive effects of assessment patterns. Higher Education Research & Development 34(1): 45–59.
    • (2015) Higher Education Research & Development , vol.34 , Issue.1 , pp. 45-59
    • Boud, D.1    Lawson, R.2    Thompson, D.3
  • 9
    • 84954290126 scopus 로고    scopus 로고
    • The student-as-consumer approach in higher education and its effects on academic performance
    • (, ): 1958–78
    • Bunce L Baird A Jones S (2017) The student-as-consumer approach in higher education and its effects on academic performance. Studies in Higher Education 42(11): 1958–78.
    • (2017) Studies in Higher Education , vol.42 , Issue.11
    • Bunce, L.1    Baird, A.2    Jones, S.3
  • 10
    • 0346425010 scopus 로고    scopus 로고
    • Teaching doctoral students to become scholarly writers: The importance of giving and receiving critiques
    • Caffarella RS Barnett BG (2000) Teaching doctoral students to become scholarly writers: The importance of giving and receiving critiques. Studies in Higher Education 25(1): 39–52.
    • (2000) Studies in Higher Education , vol.25 , Issue.1 , pp. 39-52
    • Caffarella, R.S.1    Barnett, B.G.2
  • 11
    • 33645228936 scopus 로고    scopus 로고
    • Differing perceptions in the feedback process
    • (, ): 219–33
    • Carless D (2006) Differing perceptions in the feedback process. Studies in Higher Education 31(2): 219–33.
    • (2006) Studies in Higher Education , vol.31 , Issue.2
    • Carless, D.1
  • 12
    • 85046462404 scopus 로고    scopus 로고
    • The development of student feedback literacy: Enabling uptake of feedback
    • 1315–25
    • Carless D Boud D (2018) The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education 43: 1315–25.
    • (2018) Assessment & Evaluation in Higher Education , vol.43
    • Carless, D.1    Boud, D.2
  • 14
  • 15
    • 79955568604 scopus 로고    scopus 로고
    • Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used
    • (, ): 551–64
    • Cartney P (2010) Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used. Assessment & Evaluation in Higher Education 35(5): 551–64.
    • (2010) Assessment & Evaluation in Higher Education , vol.35 , Issue.5
    • Cartney, P.1
  • 16
    • 85058407170 scopus 로고    scopus 로고
    • Limitations of corrective feedforward: A call for resubmission practices to become learning-oriented
    • Carver M (2017) Limitations of corrective feedforward: A call for resubmission practices to become learning-oriented. Journal of Academic Writing 7(10): 1–15.
    • (2017) Journal of Academic Writing , vol.7 , Issue.10 , pp. 1-15
    • Carver, M.1
  • 17
    • 85042264633 scopus 로고    scopus 로고
    • Marking and providing feedback face-to-face: Staff and student perspectives
    • Chalmers C Mowat E Chapman M (2017) Marking and providing feedback face-to-face: Staff and student perspectives. Active Learning in Higher Education 19(1): 35–45.
    • (2017) Active Learning in Higher Education , vol.19 , Issue.1 , pp. 35-45
    • Chalmers, C.1    Mowat, E.2    Chapman, M.3
  • 18
    • 84949257729 scopus 로고    scopus 로고
    • How I write: An inquiry into the writing practices of academics
    • Cloutier C (2016) How I write: An inquiry into the writing practices of academics. Journal of Management Inquiry 25(1): 69–84.
    • (2016) Journal of Management Inquiry , vol.25 , Issue.1 , pp. 69-84
    • Cloutier, C.1
  • 19
    • 0002577334 scopus 로고
    • Peer response groups in ESL writing classes: How much impact on revision?
    • (, ): 257–76
    • Connor U Asenavage K (1994) Peer response groups in ESL writing classes: How much impact on revision? Journal of Second Language Writing 3(3): 257–76.
    • (1994) Journal of Second Language Writing , vol.3 , Issue.3
    • Connor, U.1    Asenavage, K.2
  • 21
    • 84869058330 scopus 로고    scopus 로고
    • Facilitating improved writing among students through directed peer review
    • (, ): 219–29
    • Crossman JM Kite SL (2012) Facilitating improved writing among students through directed peer review. Active Learning in Higher Education 13(3): 219–29.
    • (2012) Active Learning in Higher Education , vol.13 , Issue.3
    • Crossman, J.M.1    Kite, S.L.2
  • 22
    • 79955513797 scopus 로고    scopus 로고
    • ‘Feed-forward’: Improving students’ use of tutors’ comments
    • (, ): 271–83
    • Duncan N (2007) ‘Feed-forward’: Improving students’ use of tutors’ comments. Assessment & Evaluation in Higher Education 32(3): 271–83.
    • (2007) Assessment & Evaluation in Higher Education , vol.32 , Issue.3
    • Duncan, N.1
  • 23
    • 79955504980 scopus 로고    scopus 로고
    • Developing aspect-specific assessment criteria for examination answers and coursework essays in psychology
    • Elander J (2002) Developing aspect-specific assessment criteria for examination answers and coursework essays in psychology. Psychology Teaching Review 10: 31–51.
    • (2002) Psychology Teaching Review , vol.10 , pp. 31-51
    • Elander, J.1
  • 24
    • 50849134199 scopus 로고    scopus 로고
    • Complex skills and academic writing: A review of evidence about the types of learning required to meet core assessment criteria
    • Elander J Harrington K Norton L, et al. (2006) Complex skills and academic writing: A review of evidence about the types of learning required to meet core assessment criteria. Assessment & Evaluation in Higher Education 31(1): 71–90.
    • (2006) Assessment & Evaluation in Higher Education , vol.31 , Issue.1 , pp. 71-90
    • Elander, J.1    Harrington, K.2    Norton, L.3
  • 25
    • 77951271801 scopus 로고    scopus 로고
    • Academic writing and tacit knowledge
    • (, ): 151–60
    • Elton L (2010) Academic writing and tacit knowledge. Teaching in Higher Education 15(2): 151–60.
    • (2010) Teaching in Higher Education , vol.15 , Issue.2
    • Elton, L.1
  • 26
    • 79953242747 scopus 로고    scopus 로고
    • Academic writing and the disciplines
    • Friedrich P., (ed), London, Continuum, In:, (ed
    • Etherington S (2008) Academic writing and the disciplines. In: Friedrich P (ed.) Teaching Academic Writing. London: Continuum, pp. 26–58.
    • (2008) Teaching Academic Writing , pp. 26-58
    • Etherington, S.1
  • 27
    • 85162360965 scopus 로고    scopus 로고
    • Ganobcsik-Williams L (2004) Available at: https://www.researchgate.net/profile/Lisa_Ganobcsik-Williams/publication/253050287_A_Report_on_the_Teaching_of_Academic_Writing_in_UK_Higher_Education/links/54784f210cf293e2da28b6ee/A-Report-on-the-Teaching-of-Academic-Writing-in-UK-Higher-Education.pdf.
    • (2004)
    • Ganobcsik-Williams, L.1
  • 29
    • 0038216327 scopus 로고
    • Collaborative oral/aural revision in foreign language writing instruction
    • (, ): 255–76
    • Hedgcock J Lefkowitz N (1992) Collaborative oral/aural revision in foreign language writing instruction. Journal of Second Language Writing 1(3): 255–76.
    • (1992) Journal of Second Language Writing , vol.1 , Issue.3
    • Hedgcock, J.1    Lefkowitz, N.2
  • 30
    • 84863310936 scopus 로고    scopus 로고
    • Implementing standards-based assessment effectively: Incorporating discussion of exemplars into classroom teaching
    • (, ): 149–61
    • Hendry GD Armstrong S Bromberger N (2012) Implementing standards-based assessment effectively: Incorporating discussion of exemplars into classroom teaching. Assessment & Evaluation in Higher Education 37(2): 149–61.
    • (2012) Assessment & Evaluation in Higher Education , vol.37 , Issue.2
    • Hendry, G.D.1    Armstrong, S.2    Bromberger, N.3
  • 31
    • 79551542381 scopus 로고    scopus 로고
    • Constructive guidance and feedback for learning: The usefulness of exemplars, marking sheets and different types of feedback in a first year law subject
    • Hendry GD Bromberger N Armstrong S (2011) Constructive guidance and feedback for learning: The usefulness of exemplars, marking sheets and different types of feedback in a first year law subject. Assessment & Evaluation in Higher Education 36(1): 1–11.
    • (2011) Assessment & Evaluation in Higher Education , vol.36 , Issue.1 , pp. 1-11
    • Hendry, G.D.1    Bromberger, N.2    Armstrong, S.3
  • 32
    • 84977142915 scopus 로고    scopus 로고
    • Providing exemplar-based ‘feedforward’ before an assessment: The role of teacher explanation
    • Hendry GD White P Herbert C (2016) Providing exemplar-based ‘feedforward’ before an assessment: The role of teacher explanation. Active Learning in Higher Education 17(2): 99–109.
    • (2016) Active Learning in Higher Education , vol.17 , Issue.2 , pp. 99-109
    • Hendry, G.D.1    White, P.2    Herbert, C.3
  • 33
    • 85019202703 scopus 로고    scopus 로고
    • Peer feedback on college students’ writing: Exploring the relation between students’ ability match, feedback quality and essay performance
    • (, ): 1433–47
    • Huisman B Saab N Van Driel J, et al. (2017) Peer feedback on college students’ writing: Exploring the relation between students’ ability match, feedback quality and essay performance. Higher Education Research & Development 36(7): 1433–47.
    • (2017) Higher Education Research & Development , vol.36 , Issue.7
    • Huisman, B.1    Saab, N.2    Van Driel, J.3
  • 34
    • 84887548470 scopus 로고    scopus 로고
    • Making disciplinary writing and thinking practices an integral part of academic content teaching
    • (, ): 227–39
    • Hunter K Tse H (2013) Making disciplinary writing and thinking practices an integral part of academic content teaching. Active Learning in Higher Education 14(3): 227–39.
    • (2013) Active Learning in Higher Education , vol.14 , Issue.3
    • Hunter, K.1    Tse, H.2
  • 35
    • 84874008749 scopus 로고    scopus 로고
    • Facilitating productive use of feedback in higher education
    • Jonsson A (2012) Facilitating productive use of feedback in higher education. Active Learning in Higher Education 14(1): 63–76.
    • (2012) Active Learning in Higher Education , vol.14 , Issue.1 , pp. 63-76
    • Jonsson, A.1
  • 36
    • 84874363885 scopus 로고    scopus 로고
    • Students’ perception of value of interactive oral communication as part of writing course papers
    • (, ): 131–6
    • Krych-Appelbaum M Musial J (2007) Students’ perception of value of interactive oral communication as part of writing course papers. Journal of Instructional Psychology 34(3): 131–6.
    • (2007) Journal of Instructional Psychology , vol.34 , Issue.3
    • Krych-Appelbaum, M.1    Musial, J.2
  • 37
    • 33846162838 scopus 로고    scopus 로고
    • The ‘academic literacies’ model: Theory and applications
    • (, ): 368–77
    • Lea MR Street B (2006) The ‘academic literacies’ model: Theory and applications. Theory into Practice 45(4): 368–77.
    • (2006) Theory into Practice , vol.45 , Issue.4
    • Lea, M.R.1    Street, B.2
  • 39
    • 26644456900 scopus 로고    scopus 로고
    • Student writing in higher education: Contemporary confusion, traditional concerns
    • Lillis T Turner J (2001) Student writing in higher education: Contemporary confusion, traditional concerns. Teaching in Higher Education 6(1): 57–68.
    • (2001) Teaching in Higher Education , vol.6 , Issue.1 , pp. 57-68
    • Lillis, T.1    Turner, J.2
  • 40
    • 21644476755 scopus 로고    scopus 로고
    • The effect and affect of peer review in electronic versus traditional modes on L2 writing
    • Liu J Sadler RW (2003) The effect and affect of peer review in electronic versus traditional modes on L2 writing. Journal of English for Academic Purposes 2(3): 193–227.
    • (2003) Journal of English for Academic Purposes , vol.2 , Issue.3 , pp. 193-227
    • Liu, J.1    Sadler, R.W.2
  • 41
    • 85021181035 scopus 로고    scopus 로고
    • Enhancing feedback in higher education: Students’ attitudes towards online and in-class formative assessment feedback models
    • (, ): 127–41
    • McCarthy J (2017) Enhancing feedback in higher education: Students’ attitudes towards online and in-class formative assessment feedback models. Active Learning in Higher Education 18(2): 127–41.
    • (2017) Active Learning in Higher Education , vol.18 , Issue.2
    • McCarthy, J.1
  • 42
    • 84928589309 scopus 로고    scopus 로고
    • An anatomy of feedback: A phenomenographic investigation of undergraduate students’ conceptions of feedback
    • (, ): 921–32
    • McLean A Bond C Nicholson H (2015) An anatomy of feedback: A phenomenographic investigation of undergraduate students’ conceptions of feedback. Studies in Higher Education 40(5): 921–32.
    • (2015) Studies in Higher Education , vol.40 , Issue.5
    • McLean, A.1    Bond, C.2    Nicholson, H.3
  • 43
    • 84977147364 scopus 로고    scopus 로고
    • Audio versus written feedback: Exploring learners’ preference and the impact of feedback format on students’ academic performance
    • (, ): 125–37
    • Morris C Chikwa G (2016) Audio versus written feedback: Exploring learners’ preference and the impact of feedback format on students’ academic performance. Active Learning in Higher Education 17(2): 125–37.
    • (2016) Active Learning in Higher Education , vol.17 , Issue.2
    • Morris, C.1    Chikwa, G.2
  • 44
    • 84901370910 scopus 로고    scopus 로고
    • Peer review in higher education: Student perceptions before and after participation
    • (, ): 157–71
    • Mulder RA Pearce JM Baik C (2014) Peer review in higher education: Student perceptions before and after participation. Active Learning in Higher Education 15(2): 157–71.
    • (2014) Active Learning in Higher Education , vol.15 , Issue.2
    • Mulder, R.A.1    Pearce, J.M.2    Baik, C.3
  • 45
    • 0037604192 scopus 로고    scopus 로고
    • Integrating teaching and research through writing development for students and staff
    • Murray REG (2001) Integrating teaching and research through writing development for students and staff. Active Learning in Higher Education 2(1): 31–45.
    • (2001) Active Learning in Higher Education , vol.2 , Issue.1 , pp. 31-45
    • Murray, R.E.G.1
  • 46
    • 79955551589 scopus 로고    scopus 로고
    • From monologue to dialogue: Improving written feedback processes in mass higher education
    • (, ): 501–17
    • Nicol DJ (2010) From monologue to dialogue: Improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education 35(5): 501–17.
    • (2010) Assessment & Evaluation in Higher Education , vol.35 , Issue.5
    • Nicol, D.J.1
  • 47
    • 33645227268 scopus 로고    scopus 로고
    • Formative assessment and self-regulated learning: A model and seven principles of good feedback practice
    • Nicol DJ Macfarlane-Dick D (2006) Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education 31(2): 199–218.
    • (2006) Studies in Higher Education , vol.31 , Issue.2 , pp. 199-218
    • Nicol, D.J.1    Macfarlane-Dick, D.2
  • 48
    • 84958527231 scopus 로고    scopus 로고
    • ‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it
    • Pitt E Norton L (2017) ‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it. Assessment & Evaluation in Higher Education 42(4): 499–516.
    • (2017) Assessment & Evaluation in Higher Education , vol.42 , Issue.4 , pp. 499-516
    • Pitt, E.1    Norton, L.2
  • 49
    • 77749301373 scopus 로고    scopus 로고
    • Complexity, cues and relationships: Student perceptions of feedback
    • Pokorny H Pickford P (2010) Complexity, cues and relationships: Student perceptions of feedback. Active Learning in Higher Education 11(1): 21–30.
    • (2010) Active Learning in Higher Education , vol.11 , Issue.1 , pp. 21-30
    • Pokorny, H.1    Pickford, P.2
  • 52
    • 85162480967 scopus 로고    scopus 로고
    • accessed 30 August 2018
    • Qualifications and Curriculum Authority (QCA) (2000) Available at: www.qca.org.uk/qualifications/types/603.html (accessed 30 August 2018).
    • (2000)
  • 53
    • 54149102248 scopus 로고    scopus 로고
    • Listening to students: How to make written assessment feedback useful
    • (, ): 217–30
    • Rae AM Cochrane DK (2008) Listening to students: How to make written assessment feedback useful. Active Learning in Higher Education 9(3): 217–30.
    • (2008) Active Learning in Higher Education , vol.9 , Issue.3
    • Rae, A.M.1    Cochrane, D.K.2
  • 54
    • 49449103923 scopus 로고    scopus 로고
    • Peer evaluation as an active learning technique
    • (, ): 338–45
    • Reese-Durham N (2005) Peer evaluation as an active learning technique. Journal of Instructional Psychology 32(4): 338–45.
    • (2005) Journal of Instructional Psychology , vol.32 , Issue.4
    • Reese-Durham, N.1
  • 55
    • 84876131018 scopus 로고    scopus 로고
    • Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students
    • (, ): 260–72
    • Robinson S Pope D Holyoak L (2013) Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students. Assessment & Evaluation in Higher Education 38(3): 260–72.
    • (2013) Assessment & Evaluation in Higher Education , vol.38 , Issue.3
    • Robinson, S.1    Pope, D.2    Holyoak, L.3
  • 56
    • 84939786746 scopus 로고    scopus 로고
    • Differences in the uptake of peer and teacher feedback
    • (, ): 131–45
    • Ruegg R (2015) Differences in the uptake of peer and teacher feedback. RELC Journal 46(2): 131–45.
    • (2015) RELC Journal , vol.46 , Issue.2
    • Ruegg, R.1
  • 58
    • 40049092173 scopus 로고    scopus 로고
    • Focus on formative feedback
    • (, ): 631–45
    • Shute V (2008) Focus on formative feedback. Review of Educational Research 38(6): 631–45.
    • (2008) Review of Educational Research , vol.38 , Issue.6
    • Shute, V.1
  • 59
    • 85049430475 scopus 로고    scopus 로고
    • A comparison of teacher’s and senior students’ feedback: Student attitudes and their writing improvement
    • (, ): 329–48
    • Sritrakarn N (2018) A comparison of teacher’s and senior students’ feedback: Student attitudes and their writing improvement. The Journal of Asia TEFL 15(2): 329–48.
    • (2018) The Journal of Asia TEFL , vol.15 , Issue.2
    • Sritrakarn, N.1
  • 60
    • 85033792261 scopus 로고    scopus 로고
    • British students’ academic writing
    • (, ): 139–47
    • Sultan N (2013) British students’ academic writing. Industry & Higher Education 27(2): 139–47.
    • (2013) Industry & Higher Education , vol.27 , Issue.2
    • Sultan, N.1
  • 61
    • 85038114557 scopus 로고    scopus 로고
    • Developing evaluative judgement: Enabling students to make decisions about the quality of work
    • 467–81
    • Tai J Ajjawi R Boud D, et al. (2017) Developing evaluative judgement: Enabling students to make decisions about the quality of work. Higher Education 76: 467–81.
    • (2017) Higher Education , vol.76
    • Tai, J.1    Ajjawi, R.2    Boud, D.3
  • 62
    • 68049118640 scopus 로고    scopus 로고
    • The use of tutor feedback and student self-assessment in summative assessment tasks: Towards transparency for students and for tutors
    • (, ): 605–14
    • Taras M (2001) The use of tutor feedback and student self-assessment in summative assessment tasks: Towards transparency for students and for tutors. Assessment & Evaluation in Higher Education 26(6): 605–14.
    • (2001) Assessment & Evaluation in Higher Education , vol.26 , Issue.6
    • Taras, M.1
  • 63
    • 28744446189 scopus 로고    scopus 로고
    • To feedback or not to feedback in student self-assessment
    • (, ): 549–65
    • Taras M (2003) To feedback or not to feedback in student self-assessment. Assessment & Evaluation in Higher Education 28(5): 549–65.
    • (2003) Assessment & Evaluation in Higher Education , vol.28 , Issue.5
    • Taras, M.1
  • 65
    • 84992663676 scopus 로고    scopus 로고
    • ‘This is not what I need’: Conflicting assessment feedback beliefs in a post-secondary institution in Hong-Kong
    • (, ): 447–67
    • To J (2016) ‘This is not what I need’: Conflicting assessment feedback beliefs in a post-secondary institution in Hong-Kong. Research in Post-Compulsory Education 21(4): 447–67.
    • (2016) Research in Post-Compulsory Education , vol.21 , Issue.4
    • To, J.1
  • 66
    • 84924115385 scopus 로고    scopus 로고
    • Making productive use of exemplars: Peer discussion and teacher guidance for positive transfer of strategies
    • (, ): 746–64
    • To J Carless D (2016) Making productive use of exemplars: Peer discussion and teacher guidance for positive transfer of strategies. Journal of Further and Higher Education 40(6): 746–64.
    • (2016) Journal of Further and Higher Education , vol.40 , Issue.6
    • To, J.1    Carless, D.2
  • 67
    • 84878954530 scopus 로고    scopus 로고
    • From text to corpus – A genre-based approach to academic literacy instruction
    • 307–21
    • Tribble C Wingate U (2013) From text to corpus – A genre-based approach to academic literacy instruction. System 41: 307–21.
    • (2013) System , vol.41
    • Tribble, C.1    Wingate, U.2
  • 68
    • 0345849867 scopus 로고    scopus 로고
    • Do secondary L2 writers benefit from peer comments?
    • (, ): 147–70
    • Tsui ABM Ng M (2000) Do secondary L2 writers benefit from peer comments? Journal of Second Language Writing 9(2): 147–70.
    • (2000) Journal of Second Language Writing , vol.9 , Issue.2
    • Tsui, A.B.M.1    Ng, M.2
  • 69
    • 33644808026 scopus 로고    scopus 로고
    • Designing student peer assessment in higher education: Analysis of written and oral peer feedback
    • (, ): 135–47
    • Van den Berg I Admiraal W Pilot A (2006) Designing student peer assessment in higher education: Analysis of written and oral peer feedback. Teaching in Higher Education 11(2): 135–47.
    • (2006) Teaching in Higher Education , vol.11 , Issue.2
    • Van den Berg, I.1    Admiraal, W.2    Pilot, A.3
  • 71
    • 77956018834 scopus 로고    scopus 로고
    • Student perspectives on formative peer assessment: An attempt to deepen learning?
    • (, ): 221–30
    • Vickerman P (2009) Student perspectives on formative peer assessment: An attempt to deepen learning? Assessment & Evaluation in Higher Education 34(2): 221–30.
    • (2009) Assessment & Evaluation in Higher Education , vol.34 , Issue.2
    • Vickerman, P.1
  • 72
    • 33748114929 scopus 로고    scopus 로고
    • Doing away with ‘study skills’
    • (, ): 457–69
    • Wingate U (2006) Doing away with ‘study skills’. Teaching in Higher Education 11(4): 457–69.
    • (2006) Teaching in Higher Education , vol.11 , Issue.4
    • Wingate, U.1
  • 73
    • 84857039589 scopus 로고    scopus 로고
    • Using academic literacies and genre-based models for academic writing instruction: A ‘literacy’ journey
    • Wingate U (2012) Using academic literacies and genre-based models for academic writing instruction: A ‘literacy’ journey. Journal of English for Academic Purposes 11: 26–37.
    • (2012) Journal of English for Academic Purposes , vol.11 , pp. 26-37
    • Wingate, U.1
  • 74
    • 85058122831 scopus 로고    scopus 로고
    • Approaches to acculturating novice writers into academic literacy
    • Lyda A., Warchl K., (eds), Cham, Springer International Publishing, In:, (eds), :,. 104–18
    • Wingate U (2014) Approaches to acculturating novice writers into academic literacy. In: Lyda A Warchl K (eds) Occupying Niches: Interculturality, Cross-Culturality and Aculturality in Academic Research. Cham: Springer International Publishing, pp. 104–18.
    • (2014) Occupying Niches: Interculturality, Cross-Culturality and Aculturality in Academic Research
    • Wingate, U.1
  • 75
    • 84861542972 scopus 로고    scopus 로고
    • The best of both worlds? Towards an English for academic purposes/academic literacies writing pedagogy
    • (, ): 481–95
    • Wingate U Tribble C (2012) The best of both worlds? Towards an English for academic purposes/academic literacies writing pedagogy. Studies in Higher Education 37(4): 481–95.
    • (2012) Studies in Higher Education , vol.37 , Issue.4
    • Wingate, U.1    Tribble, C.2
  • 76
    • 79953247158 scopus 로고    scopus 로고
    • Embedding academic writing instruction into subject teaching: A case study
    • Wingate U Andon N Cogo A (2011) Embedding academic writing instruction into subject teaching: A case study. Active Learning in Higher Education 12(1): 69–81.
    • (2011) Active Learning in Higher Education , vol.12 , Issue.1 , pp. 69-81
    • Wingate, U.1    Andon, N.2    Cogo, A.3
  • 77
    • 84926130822 scopus 로고    scopus 로고
    • The road to self-assessment: Exemplar marking before peer review develops first-year students’ capacity to judge the quality of a scientific report
    • (, ): 971–86
    • Yucel R Bird FL Young J, et al. (2014) The road to self-assessment: Exemplar marking before peer review develops first-year students’ capacity to judge the quality of a scientific report. Assessment & Evaluation in Higher Education 39(8): 971–86.
    • (2014) Assessment & Evaluation in Higher Education , vol.39 , Issue.8
    • Yucel, R.1    Bird, F.L.2    Young, J.3
  • 78
    • 85026894105 scopus 로고    scopus 로고
    • Charting the routes to revision: An interplay of writing goals, peer comments, and self-reflections from peer reviews
    • Zhang F Schunn CD Baikadi A (2017) Charting the routes to revision: An interplay of writing goals, peer comments, and self-reflections from peer reviews. Instructional Science 45(5): 679–707.
    • (2017) Instructional Science , vol.45 , Issue.5 , pp. 679-707
    • Zhang, F.1    Schunn, C.D.2    Baikadi, A.3
  • 79
    • 85043334276 scopus 로고    scopus 로고
    • Dialogue within peer feedback processes: Clarification and negotiation of meaning
    • (, ): 883–97
    • Zhu Q Carless D (2018) Dialogue within peer feedback processes: Clarification and negotiation of meaning. Higher Education Research & Development 37(4): 883–97.
    • (2018) Higher Education Research & Development , vol.37 , Issue.4
    • Zhu, Q.1    Carless, D.2
  • 80
    • 3342879145 scopus 로고    scopus 로고
    • Faculty views on the importance of writing, the nature of academic writing, and teaching and responding to writing in the disciplines
    • Zhu W (2004) Faculty views on the importance of writing, the nature of academic writing, and teaching and responding to writing in the disciplines. Journal of Second Language Writing 13(1): 29–48.
    • (2004) Journal of Second Language Writing , vol.13 , Issue.1 , pp. 29-48
    • Zhu, W.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.