<p>This paper is a study of written feedback in English teaching in an upper secondary school. The research is a comparative study of the teachers’ and the students’ experiences working with written feedback. The intention of the research is to study the teachers’ usage of feedback on written work in their English teaching and how the students and the teachers experience the feedback in relation to the students’ development in the English language.</p><p>The study is based on national and international research regarding the usage of feedback in teaching. The method for the study is qualitative and involves interviews of four teachers and four students.</p><p>The results of the study reveal that written feedback is individually adapted and used when assignments are finished. Students who are interested and motivated to learn English are provided with more feedback. Written feedback is combined with oral feedback to make sure the feedback is understood. The written feedback is often provided combined with a grade. Students are of the opinion that feedback develops their skills in English while teachers claim that they do not detect the connection between written feedback and student improvement.</p><p>In conclusion students do not get the opportunity to improve their skills due to the absence of process writing which means that students are responsible for whether or not the feedback is acted on. Students who are good in English improve their English more since the teachers provide them with more feedback than the weaker students. The combination of feedback and grades results in the students not paying attention to the feedback.</p>

As a reader and as a teacher of introductory reading and writing courses, I am persuaded by the concept of a genuine authority in which all readers both value and seek to examine their early readings of texts. What I have come to regard as a pretended authority or mastery, on the other hand, is troubling to me as a teacher and reader. This more traditional way of reading and writing, in which readers seek to "find" an author's "meaning" and to communicate this meaning with an assured and knowing voice, has seemed in my experience as both an instructor and student to ignore or brush over the real complexity in both written texts and in the texts of students' and others' lives. In spite of my belief in the importance and efficacy of a questioning rather than a masterful authority, I sometimes, in my teaching and reading and writing, still search for and value what I perceive as author's meanings. I have encountered this tendency in many of my students, as well, and in many of my own past reading and writing teachers; tradition has deeply lodged in us the looming image of the Great Author, and the notion that we must master this author's meanings to be successful readers of their texts. Perhaps one of the most powerful dilemmas facing instructors of reading and writing courses--a dilemma which helps to shape this thesis--is that of fostering an authority based on self-valuing, self-conscious reading while at the same time communicating to readers that the texts we are reading can be as complex as the meanings we make of them. While the formal, institutionalized authority of authors must be challenged by all readers, these authors' genuine authority as writers--as makers of meaning like ourselves and our students--must be respected as we respect our own developing and individual authority. / Graduation date: 1994

This paper is a study of written feedback in English teaching in an upper secondary school. The research is a comparative study of the teachers’ and the students’ experiences working with written feedback. The intention of the research is to study the teachers’ usage of feedback on written work in their English teaching and how the students and the teachers experience the feedback in relation to the students’ development in the English language. The study is based on national and international research regarding the usage of feedback in teaching. The method for the study is qualitative and involves interviews of four teachers and four students. The results of the study reveal that written feedback is individually adapted and used when assignments are finished. Students who are interested and motivated to learn English are provided with more feedback. Written feedback is combined with oral feedback to make sure the feedback is understood. The written feedback is often provided combined with a grade. Students are of the opinion that feedback develops their skills in English while teachers claim that they do not detect the connection between written feedback and student improvement. In conclusion students do not get the opportunity to improve their skills due to the absence of process writing which means that students are responsible for whether or not the feedback is acted on. Students who are good in English improve their English more since the teachers provide them with more feedback than the weaker students. The combination of feedback and grades results in the students not paying attention to the feedback.

This study examined written expression skills in children with attention problems with and without word reading difficulties. The sample consisted of 28 children with attention problems (AP) only, 18 children with coexisting attention and reading problems (ARP), and 34 children without attention or word reading difficulties (TYP). Curriculum-based measurement (CBM) indices of accuracy and fluency, plus teacher ratings of handwriting, spelling, and overall writing skills were used to assess children’s written expression skills. The analyses indicated that the AP and ARP groups received significantly lower scores on all measures of written expression than the TYP group. The ARP group scored significantly lower than the AP group on the teacher ratings of writing and spelling. These findings suggest that inattention is significantly related to written expression difficulties independent of word-reading skills.

This study examined written expression skills in children with attention problems with and without word reading difficulties. The sample consisted of 28 children with attention problems (AP) only, 18 children with coexisting attention and reading problems (ARP), and 34 children without attention or word reading difficulties (TYP). Curriculum-based measurement (CBM) indices of accuracy and fluency, plus teacher ratings of handwriting, spelling, and overall writing skills were used to assess children’s written expression skills. The analyses indicated that the AP and ARP groups received significantly lower scores on all measures of written expression than the TYP group. The ARP group scored significantly lower than the AP group on the teacher ratings of writing and spelling. These findings suggest that inattention is significantly related to written expression difficulties independent of word-reading skills.

The marketing campaign ”Låna dig rik” [Get rich by lending] involved 25 public libraries in three regions; Kronoberg, Kalmar and Blekinge. This paper examines 28 news-articles concerning this campaign, found in eight publications in the responding regions. The purpose of this is to determine to what extent the description of the campaign found therein responded to the intents of its founders and to what extent the public had a say in these articles. The result found indicates that the overall image of the campaign presented in the news-articles was well in correspondence with the intents of the campaign itself but that the public views where arguably absent.

Thesis (M.A.)--California State University Channel Islands, 2008. / Submitted in partial fulfillment of the requirements for the degree of Masters of Arts in Education. Title from PDF t.p. (viewed September 22, 2008).

Thesis (EdD)--Open University.

The purpose of this study was to investigate to what extent written corrective feedback (WCF) is a good way to treat errors that L2 (second language) pupils make and if they attend to the comments in future written assignments. WCF is the most used response on written assignments. Some research takes the perspective that it is fruitful (Chandler 2003, Ferris 2003) while other research argues that it is inefficient and unnecessary (e.g.Truscott 1996, 1999). This study presents the findings of a survey on the topic which was conducted at a small school in the south east of Sweden. A comparison between previous research and the findings of the present survey is made and the conclusion from this is that there are limitations in the efficacy of WCF and the results suggest that the type of feedback and how it is delivered are important. It is also likely to be beneficial that pupils revise their texts in order to improve in writing English.

Στόχος της παρούσας πτυχιακής εργασίας είναι να εξηγήσει το ρόλο που έχει σε ένα γραπτό κείμενο και στην κατανόησή του ο συγγραφέας, υπό ποιους όρους το κατανοεί ο αναγνώστης και κυρίως τη λειτουργία του ίδιου του γραπτού κειμένου στη διπλή σχέση του τόσο με τον συγγραφέα όσο και με τον αναγνώστη. Αφετηρία για τη μελέτη αυτή αποτελεί η σύγχρονη συζήτηση στη φιλολογία και τη θεωρία της λογοτεχνίας, σχετικά με την πρόθεση του συγγραφέα. Δύο κείμενα του Πλάτωνα, ο «Φαίδρος» και η «7η Επιστολή», θα βοηθήσουν να παρουσιαστεί πιο αναλυτικά το ζήτημα της κατανόησης. / The aim of this dissertation is to explain: a) the role of the author in a written text and in its understanding, b) under which circumstances the reader understand the written text and c) the function of the written text. Main point of this study is the contemporary discussion between philology and theory of literature, as far as the intention of the author is concerned. The analysis of two books of Plato, “Phaedrus” and “Seventh Letter”, will contribute to the presentation of the matter of understanding more extensively.