Sugaring the Pill: Praise and Criticism in Written Feedback.

By F. Hyland, Ken Hyland. 2001

569 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/2ab33177d5d209c9225666d5676061720b6fde06

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Citations in the corpus

Student perceptions of hidden messages in teacher written feedback (2013, background): “Research suggests that effective feedback is a response to the writing of a particular student, given as part of the teacher’s recognition of that student’s needs and preferences and reflecting an understanding of a classroom relationship (e.g. Hyland & Hyland, 2001).”
‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it (2017, background): “Hyland and Hyland (2001) suggest that feedback is more effective if it includes both positive and negative comments, contending that the positive will increase the likelihood of students accepting the negative comments.”
Mind the gap! Students’ use of exemplars and detailed rubrics as formative assessment (2014, background): “Teachers generally value the practice of giving feedback (Hyland and Hyland 2001) and actively use feedback in the process of teaching writing to students (Matsumura et al.”
Feeling feedback: students’ emotional responses to educator feedback (2017, background): “Based on the work of Hyland and Hyland (2001), Warner (2011), Tian and Lowe (2013), and Warner and Miller (2015), the following hypothesis was proposed with regard to the emotional responses of international and domestic students: H1: International students are more likely than domestic students to…”
Facilitating productive use of feedback in higher education (2013, background): “However, there are also a number of studies showing that teacher feedback is not homogenous but varies greatly along several dimensions, which means that not all feedback is of questionable quality and that some students do seem to get extensive, positive, and supportive feedback (Connors and Lunsfo”
The effect of peer and teacher feedback on changes in EFL students’ writing self-efficacy (2018, background): “…written teacher feedback, the idea from second language writing literature that too much teacher feedback leads to decreased self-efficacy (e.g. Andrade and Evans 2013; Bitchener and Ferris 2012; Hyland and Hyland 2001) has so far not been corroborated by research, and is perhaps not always true.”
The nature of feedback: how different types of peer feedback affect writing performance (2009, methodology): “Mitigating language is also a common technique used by reviewers (Neuwirth et al. 1994; Hyland and Hyland 2001).”