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Hear My Voice, Claim Yours:
Technology-Mediated
Feedback as Dialog
Heather Johnston
Dianna Greivenkamp
Carolyn StollBilli Johnson
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THE PROBLEM
Hear My Voice, Claim Yours
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The Invisible Process Often we ask students to participate in processes not
visible to others. Students are expected to demonstrate cognitive processes
that have not been modeled or that take place in isolation.
For example, our own grading of students is a processstudents do not see in action, and so, too often, feedbackfrom faculty to students consists of one element: the grade.
Therefore, students fail to understand the nature of a givenprocess, such as learning to write. The invisible give and take between reader and writer shapes
the writing process.
Students dont understand the process because, even in awriting conference, they dont see the process at work.
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THE SOLUTION
Hear My Voice, Claim Yours
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Using Technology to Make the
Process VisibleTo make cognitive processes transparent to students,and to supplement and increase the effectiveness ofone-on-one conferences with student writers, an
ongoing dialog between teachers and students usingtechnology was integrated into our curricula. Insert Comments (Word)
Record the give-and-take between the reader and writer
Track Changes (Word) Reveals the peer editing process
Captivate Captures the readers interaction with the text on the screen
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RECORDING THE GIVE-AND-TAKEBETWEEN READER AND WRITER
Hear My Voice, Claim Yours
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Recording the Give-and-Take
Between Reader and Writer One cognitive process often invisible to students is our
assumption of the role of reader separate from the role ofteacher when we provide feedback about their written work.
Students know instructors fill the teacher role and understandits purpose, but unless the reader role is made visible to them,they see some feedback as nitpicky or obtuse. The instructor, aware of her reader role, intends comments to
address global revision issues regarding audience, intent andclarity.
The student, unaware of the instructors reader role, interpretsthose comments as addressing simple errors or fails to understand
them altogether. Likewise, the instructor-reader, because she is unaware of the
student- writers intentions, can fail to address certain importantglobal revision issues appropriately, or at all.
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Sure, I know what
you mean here, but
no one who hasnt been
sitting in this classall term would.
He knows what I mean.
Why is he being so stupid?
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Low turnover?What does that mean
in this context? I dont
think thats a good
word choice.
Hmmm . . .
low turnover is a term
used in the article. Ill use it in my
paper to help show a connection
between my ideas andthe authors.
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Recording the Give-and-Take
Between Reader and WriterInsert Comments is a tool that allows a writer to comment onher own text and for reviewers to comment in response. In ourmethod, the writer begins the dialog by making certaincomments about her text (e.g., what she is confident about,
what she worries about, what questions she has). To makethese comments, she highlights the text she wishes tocomment on, presses Ctrl+Alt+Mand then types in thebubbles that appear in the margin of the paper.
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Recording the Give-and-Take
Between Reader and WriterTo respond to a comment, a reviewer can clickin the comment bubble and begin typing. Or,she can make a new comment by highlightingtext and pressingCtrl+Alt+M.
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Recording the Give-and-Take
Between Reader and WriterThe feature can be set so that each reviewerscomments are shown in a different color with his/herinitials. The result is an ongoing dialog recorded in
the right margin of the document, one that enhancesand survives the one-on-one conference.
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Recording the Give-and-Take
Between Reader and WriterUsing margin commenting as a feedback strategy can helpmake the instructors reader role, and therefore her purpose,visible to the student. When used in a writing conference,these comments become a written record of what wasdiscussed.
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Recording the Give-and-Take
Between Reader and WriterOnce the instructors reader role and purpose arevisible to the student, a dialog can take place in whichreader and writer work to understand each other. This
allows the instructor to fulfill her teacher role moreeffectively.
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REVEALING THE PEEREDITING PROCESS
Hear My Voice, Claim Yours
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Revealing the
Peer Editing Process Another cognitive process often invisible to students is
decision-making involving the editing process.
Editing isnt just getting all the grammar right its
making decisions about word and style choices to help
the reader understand the text.
Students who have trouble seeing problems in their
own writing can often see the problems in others
writing they have switched roles from writer to reader.
Giving students opportunities to switch from one role to
the next using technology reveals this process to them.
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Revealing the
Peer Editing ProcessUsing Word to peer edit begins with the
writer turning on Track Changes. She then
switches seats with a partner.
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Revealing the
Peer Editing ProcessThe peer editor uses the Find and Replacefunction to search for sentence elements that arefrequently misused, such as commas or clichd
expressions.
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Revealing the
Peer Editing ProcessChanges that the peer editor makes show up as redtext and cross outs. Acting in the role of the reader,the student feels he can make changes to the text
without fear of losing the original or messing it up.
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Revealing the
Peer Editing ProcessBecause Word keeps a record of all the changes made by thepeer editor, the writer can then later go back and make her ownediting decisions using the AcceptorRejectbuttons.
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Revealing the
Peer Editing ProcessNow, the student switches roles to that of writer,and must go through and make decisions abouteach change the peer editor made, instead of
merely deleting problematic text.
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CAPTURING THE READERSINTERACTION WITH TEXT
Hear My Voice, Claim Yours
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Capturing the Readers
Interaction with Text While many of us conference with students on early
drafts, grading rarely occurs in the presence of students.
Furthermore, students do not get to hear how a teacher
grades, because even in the process of writingcomments, editing and revision is taking place.
Captivate allows students to hear more detailed feedbackand listen to the teacher become both a reader and agrader.
U
nlike a conference, students can also replay audio filesas they work to clarify their understanding and reviewideas.
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Capturing the Readers
Interaction with TextAdobe Captivate is software that allowsthe user to create full motion recordings
of screen activity.
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Capturing the Readers
Interaction with TextThe software creates a series of slides that canthen be edited into a flash video. Narration can beadded to the slides so that the viewer will hear thereaders voice as she interacts with the text.
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Capturing the Readers
Interaction with TextThe teacher opens the student document
and, using Adobe Captivate, selects record.
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Capturing the Readers
Interaction with TextThe teacher reads the student text aloud
and narrates the grading thought process,
providing an audio file for the student.
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The Result
Hear My Voice, Claim Yours
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Student Benefits Greater engagement with process and product, resulting
in an improved sense of ownership and more effectiverevision
Increased recognition of progress and patterns inprocess and product
Better understanding of relationships between process,product and grade
Greater willingness to seek help because doing so is nolonger scary
Improved awareness of audience as real people
More one-on-one instruction
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Teacher Benefits Better understanding of student processes
Greater student engagement with process andproduct, resulting in more productive conferences andrevision
Improved response to individual student needs andreadiness because the student begins the dialog
More opportunities to invite critical thinking becausefeedback is less likely to be seen as prescriptive
Enhanced qualitative data for evaluation of curriculum
and instruction
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Dont just hear ushear our students,
who learned not onlyto listen, but also to claim
their own voices . . .