Peer reviewedERIC Number: EJ539561
Record Type: Journal
Publication Date: 1997
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0271-0633
EISSN: N/A
Available Date: N/A
When Less Is More: Principles for Responding in the Disciplines.
Lunsford, Ronald F.
New Directions for Teaching and Learning, n69 p91-104 Spr 1997
Offers basic guidelines for college teachers in responding to students' writing in the disciplines, with the central principle that teachers' comments should reflect their instructional goals for individual students. Suggests that fewer, more carefully designed comments are likely to be more effective than many unfocused responses. Examples of less and more directive responses to the same essay are presented. (Author/MSE)
Descriptors: Classroom Communication, Classroom Techniques, College Instruction, Evaluation Criteria, Evaluation Methods, Feedback, Higher Education, Instructional Effectiveness, Intellectual Disciplines, Reader Response, Teacher Student Relationship, Writing Across the Curriculum, Writing Evaluation, Writing Instruction
Publication Type: Guides - Classroom - Teacher; Journal Articles
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A
