Students' Perceptions of Written Teacher Comments: What Do They Say about How We Respond to Them?
Issues discussed concern the methods educators use to teach students writing skills, focusing on the psychological impact of different types of criticism on student success. Topics addressed include marking essays with clarity, creating an open teacher-student relationship, and the importance of hel...
Gespeichert in:
| Veröffentlicht in: | The High School journal 1999-04, Vol.82 (4), p.239-247 |
|---|---|
| 1. Verfasser: | |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 247 |
|---|---|
| container_issue | 4 |
| container_start_page | 239 |
| container_title | The High School journal |
| container_volume | 82 |
| creator | Bardine, Bryan A. |
| description | Issues discussed concern the methods educators use to teach students writing skills, focusing on the psychological impact of different types of criticism on student success. Topics addressed include marking essays with clarity, creating an open teacher-student relationship, and the importance of helping students integrate past criticism into their knowledge of language composition. |
| format | Article |
| fullrecord | <record><control><sourceid>gale_proqu</sourceid><recordid>TN_cdi_proquest_journals_220223908</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><galeid>A57746575</galeid><jstor_id>40364481</jstor_id><sourcerecordid>A57746575</sourcerecordid><originalsourceid>FETCH-LOGICAL-g2558-a61323195a4d3f3d514d12cb6efaebd222008a3ea438afdf125f184eddaf30883</originalsourceid><addsrcrecordid>eNqN0E1r20AQBmBREqjj5icElvaQHiLYT3ndSwluGxtMEmIHH8VYOyvLSFpnd0Xrf1-l7sXgQJjDC8MzMzAfkgFTQqaKqdFZMqCU6ZTJsf6YXISwpZRyqrJBAovYGWxjuCaP6Avcxcq1gThLVr6KEVuyRCg26MnENc0r_EZWG4jkhyPLDe7JAvYE1q6LZOp-kxWSJww71xoS_4Hm-6fk3EId8PJ_DpPnXz-Xk2k6f7ibTW7nacmV0ilkTHDBxgqkEVYYxaRhvFhnaAHXhnNOqQaBIIUGayzjyjIt0Riwgmothsnnw96ddy8dhphvXefb_mTez3IuxvQVfXkLsUxIKgXrc5jcHFQJNeZVa130UJTYoofatWirvn2rRiOZqZHqeXqC92WwqYpT_uuR70nEP7GELoR8trh_L9V38yN6c4oWrq6xxLz_9eThiF8d-DZE5_Odrxrw-1xSkUmpmfgLYhauog</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>220223908</pqid></control><display><type>article</type><title>Students' Perceptions of Written Teacher Comments: What Do They Say about How We Respond to Them?</title><source>Jstor Complete Legacy</source><source>Education Source</source><source>Periodicals Index Online</source><creator>Bardine, Bryan A.</creator><creatorcontrib>Bardine, Bryan A.</creatorcontrib><description>Issues discussed concern the methods educators use to teach students writing skills, focusing on the psychological impact of different types of criticism on student success. Topics addressed include marking essays with clarity, creating an open teacher-student relationship, and the importance of helping students integrate past criticism into their knowledge of language composition.</description><identifier>ISSN: 0018-1498</identifier><identifier>EISSN: 1534-5157</identifier><language>eng</language><publisher>Chapel Hill, N. C: The University of North Carolina Press</publisher><subject>College instruction ; Composition (Language arts) ; Educational Testing ; Feedback (Response) ; Grading (Education) ; Grading and marking (Students) ; High School Students ; High schools ; Methods ; Positive Reinforcement ; Psychological aspects ; Questionnaires ; Student attitudes ; Student writing ; Study and teaching ; Teacher Response ; Teacher-student relations ; Teacher-student relationships ; Teachers ; Writers ; Writing ; Writing instruction ; Writing teachers ; Written communication</subject><ispartof>The High School journal, 1999-04, Vol.82 (4), p.239-247</ispartof><rights>Copyright 1999 The University of North Carolina Press</rights><rights>COPYRIGHT 1999 University of North Carolina Press</rights><rights>COPYRIGHT 1999 University of North Carolina Press</rights><rights>Copyright University of North Carolina Press Apr/May 1999</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/40364481$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/40364481$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,776,780,799,27846,57992,58225</link.rule.ids></links><search><creatorcontrib>Bardine, Bryan A.</creatorcontrib><title>Students' Perceptions of Written Teacher Comments: What Do They Say about How We Respond to Them?</title><title>The High School journal</title><addtitle>High School Journal</addtitle><description>Issues discussed concern the methods educators use to teach students writing skills, focusing on the psychological impact of different types of criticism on student success. Topics addressed include marking essays with clarity, creating an open teacher-student relationship, and the importance of helping students integrate past criticism into their knowledge of language composition.</description><subject>College instruction</subject><subject>Composition (Language arts)</subject><subject>Educational Testing</subject><subject>Feedback (Response)</subject><subject>Grading (Education)</subject><subject>Grading and marking (Students)</subject><subject>High School Students</subject><subject>High schools</subject><subject>Methods</subject><subject>Positive Reinforcement</subject><subject>Psychological aspects</subject><subject>Questionnaires</subject><subject>Student attitudes</subject><subject>Student writing</subject><subject>Study and teaching</subject><subject>Teacher Response</subject><subject>Teacher-student relations</subject><subject>Teacher-student relationships</subject><subject>Teachers</subject><subject>Writers</subject><subject>Writing</subject><subject>Writing instruction</subject><subject>Writing teachers</subject><subject>Written communication</subject><issn>0018-1498</issn><issn>1534-5157</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1999</creationdate><recordtype>article</recordtype><sourceid>K30</sourceid><sourceid>8G5</sourceid><sourceid>BEC</sourceid><sourceid>BENPR</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNqN0E1r20AQBmBREqjj5icElvaQHiLYT3ndSwluGxtMEmIHH8VYOyvLSFpnd0Xrf1-l7sXgQJjDC8MzMzAfkgFTQqaKqdFZMqCU6ZTJsf6YXISwpZRyqrJBAovYGWxjuCaP6Avcxcq1gThLVr6KEVuyRCg26MnENc0r_EZWG4jkhyPLDe7JAvYE1q6LZOp-kxWSJww71xoS_4Hm-6fk3EId8PJ_DpPnXz-Xk2k6f7ibTW7nacmV0ilkTHDBxgqkEVYYxaRhvFhnaAHXhnNOqQaBIIUGayzjyjIt0Riwgmothsnnw96ddy8dhphvXefb_mTez3IuxvQVfXkLsUxIKgXrc5jcHFQJNeZVa130UJTYoofatWirvn2rRiOZqZHqeXqC92WwqYpT_uuR70nEP7GELoR8trh_L9V38yN6c4oWrq6xxLz_9eThiF8d-DZE5_Odrxrw-1xSkUmpmfgLYhauog</recordid><startdate>19990401</startdate><enddate>19990401</enddate><creator>Bardine, Bryan A.</creator><general>The University of North Carolina Press</general><general>University of North Carolina Press</general><general>University of North Carolina, School of Education</general><scope>8GL</scope><scope>ISN</scope><scope>GYTRX</scope><scope>HAGHG</scope><scope>JHMDA</scope><scope>K30</scope><scope>PAAUG</scope><scope>PAWHS</scope><scope>PAWZZ</scope><scope>PAXOH</scope><scope>PBHAV</scope><scope>PBQSW</scope><scope>PBYQZ</scope><scope>PCIWU</scope><scope>PCMID</scope><scope>PCZJX</scope><scope>PDGRG</scope><scope>PDWWI</scope><scope>PETMR</scope><scope>PFVGT</scope><scope>PGXDX</scope><scope>PIHIL</scope><scope>PISVA</scope><scope>PJCTQ</scope><scope>PJTMS</scope><scope>PLCHJ</scope><scope>PMHAD</scope><scope>PNQDJ</scope><scope>POUND</scope><scope>PPLAD</scope><scope>PQAPC</scope><scope>PQCAN</scope><scope>PQCMW</scope><scope>PQEME</scope><scope>PQHKH</scope><scope>PQMID</scope><scope>PQNCT</scope><scope>PQNET</scope><scope>PQSCT</scope><scope>PQSET</scope><scope>PSVJG</scope><scope>PVMQY</scope><scope>PZGFC</scope><scope>0-V</scope><scope>3V.</scope><scope>7XB</scope><scope>7XI</scope><scope>88B</scope><scope>88G</scope><scope>8A4</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>M0P</scope><scope>M2M</scope><scope>M2O</scope><scope>MBDVC</scope><scope>PADUT</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>S0X</scope></search><sort><creationdate>19990401</creationdate><title>Students' Perceptions of Written Teacher Comments: What Do They Say about How We Respond to Them?</title><author>Bardine, Bryan A.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-g2558-a61323195a4d3f3d514d12cb6efaebd222008a3ea438afdf125f184eddaf30883</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1999</creationdate><topic>College instruction</topic><topic>Composition (Language arts)</topic><topic>Educational Testing</topic><topic>Feedback (Response)</topic><topic>Grading (Education)</topic><topic>Grading and marking (Students)</topic><topic>High School Students</topic><topic>High schools</topic><topic>Methods</topic><topic>Positive Reinforcement</topic><topic>Psychological aspects</topic><topic>Questionnaires</topic><topic>Student attitudes</topic><topic>Student writing</topic><topic>Study and teaching</topic><topic>Teacher Response</topic><topic>Teacher-student relations</topic><topic>Teacher-student relationships</topic><topic>Teachers</topic><topic>Writers</topic><topic>Writing</topic><topic>Writing instruction</topic><topic>Writing teachers</topic><topic>Written communication</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Bardine, Bryan A.</creatorcontrib><collection>Gale In Context: High School</collection><collection>Gale In Context: Canada</collection><collection>Periodicals Index Online Segment 11</collection><collection>Periodicals Index Online Segment 12</collection><collection>Periodicals Index Online Segment 31</collection><collection>Periodicals Index Online</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - West</collection><collection>Primary Sources Access (Plan D) - International</collection><collection>Primary Sources Access & Build (Plan A) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Midwest</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Northeast</collection><collection>Primary Sources Access (Plan D) - Southeast</collection><collection>Primary Sources Access (Plan D) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Southeast</collection><collection>Primary Sources Access (Plan D) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - UK / I</collection><collection>Primary Sources Access (Plan D) - Canada</collection><collection>Primary Sources Access (Plan D) - EMEALA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - International</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - International</collection><collection>Primary Sources Access (Plan D) - West</collection><collection>Periodicals Index Online Segments 1-50</collection><collection>Primary Sources Access (Plan D) - APAC</collection><collection>Primary Sources Access (Plan D) - Midwest</collection><collection>Primary Sources Access (Plan D) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Canada</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - EMEALA</collection><collection>Primary Sources Access & Build (Plan A) - APAC</collection><collection>Primary Sources Access & Build (Plan A) - Canada</collection><collection>Primary Sources Access & Build (Plan A) - West</collection><collection>Primary Sources Access & Build (Plan A) - EMEALA</collection><collection>Primary Sources Access (Plan D) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - Midwest</collection><collection>Primary Sources Access & Build (Plan A) - North Central</collection><collection>Primary Sources Access & Build (Plan A) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - Southeast</collection><collection>Primary Sources Access (Plan D) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - APAC</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - MEA</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>ProQuest Teacher Journals</collection><collection>Education Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Education Periodicals</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>eLibrary</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>Education Database</collection><collection>ProQuest Psychology</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>Research Library China</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><jtitle>The High School journal</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Bardine, Bryan A.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Students' Perceptions of Written Teacher Comments: What Do They Say about How We Respond to Them?</atitle><jtitle>The High School journal</jtitle><addtitle>High School Journal</addtitle><date>1999-04-01</date><risdate>1999</risdate><volume>82</volume><issue>4</issue><spage>239</spage><epage>247</epage><pages>239-247</pages><issn>0018-1498</issn><eissn>1534-5157</eissn><abstract>Issues discussed concern the methods educators use to teach students writing skills, focusing on the psychological impact of different types of criticism on student success. Topics addressed include marking essays with clarity, creating an open teacher-student relationship, and the importance of helping students integrate past criticism into their knowledge of language composition.</abstract><cop>Chapel Hill, N. C</cop><pub>The University of North Carolina Press</pub><tpages>9</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0018-1498 |
| ispartof | The High School journal, 1999-04, Vol.82 (4), p.239-247 |
| issn | 0018-1498 1534-5157 |
| language | eng |
| recordid | cdi_proquest_journals_220223908 |
| source | Jstor Complete Legacy; Education Source; Periodicals Index Online |
| subjects | College instruction Composition (Language arts) Educational Testing Feedback (Response) Grading (Education) Grading and marking (Students) High School Students High schools Methods Positive Reinforcement Psychological aspects Questionnaires Student attitudes Student writing Study and teaching Teacher Response Teacher-student relations Teacher-student relationships Teachers Writers Writing Writing instruction Writing teachers Written communication |
| title | Students' Perceptions of Written Teacher Comments: What Do They Say about How We Respond to Them? |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-03T11%3A21%3A00IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-gale_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Students'%20Perceptions%20of%20Written%20Teacher%20Comments:%20What%20Do%20They%20Say%20about%20How%20We%20Respond%20to%20Them?&rft.jtitle=The%20High%20School%20journal&rft.au=Bardine,%20Bryan%20A.&rft.date=1999-04-01&rft.volume=82&rft.issue=4&rft.spage=239&rft.epage=247&rft.pages=239-247&rft.issn=0018-1498&rft.eissn=1534-5157&rft_id=info:doi/&rft_dat=%3Cgale_proqu%3EA57746575%3C/gale_proqu%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=220223908&rft_id=info:pmid/&rft_galeid=A57746575&rft_jstor_id=40364481&rfr_iscdi=true |