For this entry I would like to focus on one specific idea posed in HDB ch 21 pg 396.
"Dana Ferris (1997) offered useful guidelines for making teacher commentary more effective. For example, Ferris found that when teachers (a) requested specific information and (b) made summary comments on grammar, more substantive student revisions ensued than when teachers (a) posed questions and (b) made positive comments. We are still exploring ways to offere optimal feedback to student writing."
I found this section interesting because it relates quite nicely to the research I did in Methods last semester. Some of you (Mariya?) may recognize the echos of 'more research is needed' in regards to student feedback -- every article I read stated it at some point. But this section also creates more questions for me than it answers. If positive comments don't bring about change, should they be used? Isn't requesting specific information "appropriating" student's writing? What might a summary comment on grammar look like? Why wouldn't posing a question work? Like asking a student for more information in certain areas?
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It is interesting sometimes to find something really related about something you are already familiar with and it makes me happy. So you must be happy to find the details or supports about your previous research ha.
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