Abstract: A consistent feature of teacher writing groups is the giving and receiving of feedback on writing. While there have been several studies that have explored the effects of receiving feedback on one's own writing, there have only been a few that explored the effects of providing feedback to others can have on a teacher’s own work. Drawing on interviews with teacher-writers who work together in a writing group, we conclude that giving feedback transforms the writing lives of all participants involved in the feedback process through experiences of reciprocity, involving claiming authority within a community of writers, developing rapport, and challenging hierarchies of writing teacher and writing student.
Fallon, Lochran C. and Whitney, Anne Elrod
"“It’s a Two-Way Street”: Giving Feedback in a Teacher Writing Group,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 5:
1, Article 4.
Available at: https://scholarworks.wmich.edu/wte/vol5/iss1/4