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Rwanda Journal, Series A: Arts and Humanities, Volume 2 (1), 2017
Rwanda Journal, Series A: Arts and Humanities, Volume 2 (1), 2017
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Rwanda Journal, Series A: Arts and Humanities, Volume 2 (1), 2017
As is reflected in the table above, there is a lack of balance in the way in which different textual
aspects are focused on by lecturers’ feedback comments. The latter seem more focused on some
straightforward aspects that are easy to spot (e.g. linguistic accuracy, text structure…) to the
detriment of aspects that are however critical to the writing abilities expected of students such as
the language register and rhetorical issues. Thus, in the case of the two assignment topics
presented as illustrations, aspects related to the epistemological purpose of the assigned task (e.g.
the form of the persuasive arguments presented and the description skills) seem to be given less
importance by lecturer-markers.
It would be useful to note that the above synthesis of comments made on student texts does not
constitute a full reflection of the assessment criteria used by lecturers as the assessment mode in
place rather appears as much based on implicit criteria. So, the representation of ‘typical
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