Abstract
This article reports the findings of 141 student questionnaires and interviews with six teachers to investigate whether first-year students’ preferences align with their teachers’ written commentary in composition classes in an urban community college. Results show that students appreciate and rely on teacher commentary and prefer it to be clear, detailed, and supportive. They indicated that commentary that combines the message with a positive phrase works best. Teachers, on the other hand, were not aware of their students’ needs and preferences, and expressed self-doubt and frustration about their students’ reception of written commentary.
Recommended Citation
Treglia, Maria Ornella
(2019)
"Marginal Commentary: Are Students and Instructors on the Same Page?,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 6:
Iss.
1, Article 7.
Available at:
https://scholarworks.wmich.edu/wte/vol6/iss1/7