Perhaps no single piece of research is more fundamental to the creation of WriterKey than, The Power of Feedback, by John Hattie and Helen Temperley. We wish we could reproduce the article and republish it here, but we cannot. Please make the effort to find it on the Internet or through Sage publishing.
This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective. A model of feedback is then proposed that identifies the particular properties and circumstances that make it effective, and some typically thorny issues are discussed, including the timing of feedback and the effects of positive and negative feedback. Finally, this analysis is used to suggest ways in which feedback can be used to enhance its effectiveness in classrooms.
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112.
"Writing on student papers is a dubious and difficulut enterprise." Peter Elbow has been engaged with improving the way we teach writing and respond to student writers for over 50 years and numerous books. His work has ranged from helping the youngest student writers to higher education. His approach has always been one of questioning assumptions to simplify a complex process. His writings have influenced master writing teachers across the county. In this document he challenges assumptions about how best to respond to student writers. Dr. Elbow and Dr. Sommers are two (among many) influential people we listen to carefully.
Thank you to Marist College for providing the link:
Dr. Nancy Sommers has been teaching and researching at Harvard University for over three decades. Her experience as the principal investigator of the Harvard Study of Undergraduate Writing and her work with future teachers of English guide her understanding of how to effectively respond to student writers. It would be impossible to highlight all the points of intersection between WriterKey and her research because of how aligned the two are. This handbook is a must have for teachers who want a practical, experienced-based, approach to responding to student writers. We cannot recommend this book enough to teachers who want to understand how to respond effectively to student writers in ways that will help them grow as writers.