Development of first-year students' conceptions of essay writing

By Velda McCune. 2004

99 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1229f9b28217776d0e34387d059d310b5c4b0610

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Citations in the corpus

Student conceptions of oral presentations (2007, background): “…Säljö (1976) on students’ approaches to reading, these studies have now covered a range of academic tasks, including problem solving (Laurillard, 1997), essay writing (Entwistle, 1995; Hounsell, 1997; McCune, 2004), reading (Mann, 2000), creative writing (Light, 2002) and tutorials (Ashwin, 2005).”
Motivating Students in the EFL Classroom: A Case Study of Perspectives. (2011, background): “Thus any feedback to students should be made clear so as to help students improve (McCune, 2004).”
Feedback : all that effort, but what is the effect? (2010, background): “…its effectiveness because, despite evidence of students’ thirst for feedback (Hyland 2000; O’Donovan, Price, and Rust 2001), students do not necessarily read their feedback (Hounsell 1987) or, if they do, they may not understand or use it (Gibbs and Simpson 2004; Lea and Street 1998; McCune 2004).”
Written Feedback for Students: too much, too detailed or too incomprehensible to be effective? (2006, background): “Furthermore, as Hounsell (1997) and McCune (1999) have suggested, students may struggle to access the particular discourse underpinning tutors’ comments.”
A scholarly approach to solving the feedback dilemma in practice (2016, background): “…on written feedback – oral can be more effective Studies have shown that oral feedback can be more effective than written feedback (e.g. King, McGugan, and Bunyan 2008; McCune 2004), and that it is possible for the tutor to say more orally than they could write in the same amount of time.”