Student writing and staff feedback in higher education: an academic literacies approach

By B. Street, Mary Lea. 2000

320 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c76bc09f52d5f6f32f903344d27b9d9c3aaa77e2

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Citations in the corpus

Student perceptions of hidden messages in teacher written feedback (2013, background): “…the research conducted in such contexts as suggesting that teacher feedback has little discernible effect on writing development, while Lea & Street (2000) argue that feedback fails to convey the clear disciplinary values and preferences for organizing knowledge that tutors would wish for.”
Understanding the rules of the game: marking peer assessment as a medium for developing students' conceptions of assessment (2004, background): “(p. 126; cited in Orsmond et al., 2000) Recent research has also explored the difficulty of understanding assessment from the students’ point of view (Lea & Street, 2000).”
The Routledge Handbook of English for Academic Purposes (2016, background): “Like the wider critical pedagogy movement, the ‘dream’ of critical EAP is that critical practices in the classroom can lead to ‘reforms in academic institutions’ and improved ‘conditions in the workplace and community’ (Benesch, 2001, p. xviii).”
The Routledge handbook of English language teaching (2018, background): “Of course, separating the cognitive, the cultural and the social in human beings is a convenient epistemological move: it is easier to study the social, the cultural and the psychological in three separate disciplines (e.g. sociology, anthropology and psychology).”
Do students value feedback? Student perceptions of tutors’ written responses (2006, background): “In addition, it is likely that academics will hold assumptions about students’ ability to interpret their comments accurately, in line with the findings on academic discourse (e.g. Hounsell, 1995; Lea & Street, 2000).”
Getting the Message Across: The problem of communicating assessment feedback (2001, background): “One example is the ‘academic literacies’ or ‘academic practices’ approach to writing and learning (as in Baynham, 2000; Lea & Street, 2000).”
Towards a set of design principles for developing oral presentation competence: A synthesis of research in higher education (2015, background): “A number of studies have examined the provision of ‘academic skills interventions’ at tertiary level and have demonstrated that learners often lack the competence required for success after their educational programme (e.g. Lea & Street, 1998; Lowe & Cook, 2003; Ozga & Sukhnandan, 1998).”
Gender, ‘bias’, assessment and feedback: analyzing the written assessment of undergraduate history essays (2005, background): “As writers such as Lea and Street point out, writing is not a ‘transparent medium of representation’ and the meaning of pieces of writing, including feedback comments, may be interpreted very differently by author and reader (Lea & Street, 2000, p. 35).”