ANNOTATED BIBLIOGRAPHY

Anna Espinal May 11, 2022

Writing 105M
Dr. Daniel Frank

MLA Citations + Summary + Evaluation + Reflection

1. Zellermayer, Michal. “The Study of Teachers’ Written Feedback to Students’

Writing: Changes in Theoretical Considerations and the Expansion of
Research Contexts.” Instructional science 18.2 (1989): 145–165. Web.
In this article “The study of teachers’ written feedback to students’
writing: changes to theoretical considerations and the expansion of
research contexts,” Michael Zellermayer discusses how learning to
write comes from successful student-teacher interactions. The reading
emphasizes that learners of writing do not receive constructive
feedback, which would otherwise help students learn what their
reader’s needs are. Teachers must conduct “instructional scaffolding,” in
which they work intimately with students to conduct complex tasks in
which they need assistance and also prepare students for independent
work where they do not need assistance. I want to incorporate his
discussion of the importance of constructive, well detailed feedback
and how it affects students’ learning as well as their writing skills.

2. Emily Wilson, and Justine Post. “Toward Critical Engagement: Affect and
Action in Student Interactions with Instructor Feedback." Developing Writers in
Higher Education. University of Michigan Press, 2019. 29–. Print.
In the book “Developing Writers in Higher Education,” Emily Wilson and
Justine Post discuss how feedback from instructor to student needs to
be dialogic. It touches on students’ perspectives and opinions of
feedback as well as how these concepts are not explored enough in
research.This article will be a great incorporation to my project
because it will discuss whether or not written feedback is helpful, and if
not, why would dialogic feedback be a better alternative. I will
incorporate the evaluation of written criticism as well as how dialogic
feedback can be implemented in our current grading system.
 3. Hyland, Fiona, and Ken Hyland. “Sugaring the Pill: Praise and Criticism in
Written Feedback.” Journal of second language writing 10.3 (2001): 185–212.
Web.

In “Sugaring the pill: Praise and criticism in written feedback” Fiona

and Ken Hyland write about how unnecessary praise or vague
wording when giving criticism in feedback can confuse the
importance of the criticism and lead to miscommunication. They
argue that teachers often give criticism the most when there is
opportunity for improvement, such as with a first draft. The Hylands’
study shows that praise was most common on the final draft as
teachers do not want to upset or put off their students on the final
product. However, the authors see praise and lax criticisms as
counterproductive for the writing process. I will be implementing this
study into my project by highlighting the importance of honest and
straightforward feedback as well as the effect of instructors’ vague
feedback has on students.

4. Paulus, Trena M. “The Effect of Peer and Teacher Feedback on Student

Writing.” Journal of second language writing 8.3 (1999): 265–289. Web.

In the article “The Effect of Peer and Teacher Feedback on Student

Writing,” Trena M. Paulus writes about how the writing process should
be a discovery process that stresses peer collaboration and teacher
intervention in order to generate meaningful composition. The author
argues that teachers should provide specific, idea-based, meaning-
level feedback between multiple drafts. It also emphasizes the
importance of peer review as it helps students generalize their
audience. The author does point out though, that the peer review
process can be unproductive as students are reluctant to be critical of
each other or might not give very insightful or misleading feedback. I
will incorporate the idea that peer and teacher feedback are both
useful at every step of the writing process as long as it is meaningful
and specific.

5. Latifah, Yuli, Bambang Suwarno, and Irma Diani. “The Effect of Teachers'
Direct and Indirect Feedback on Student's Writing Ability." JOALL (Journal of
Applied Linguistics & Literature) 1.1 (2018): 47–58. Web.
 6. Hyland, Fiona. “The Impact of Teacher Written Feedback on Individual
Writers.” Journal of second language writing 7.3 (1998): 255–286. Web.
Fiona Hyland conducted a scientifric study titled “The Impact of
Teacher Written Feedback on Individual Writers.” Hyland states that
most feedback in the complexities of a writing assignment is either
ignored or misunderstood by students. According to her article,
teachers are ambiguous in the labeling of errors and feedback which
can be counterproductive and hinder the writing process. Her
arguments are aligned with the argument of Emily Wilson and Justine
Post (citation 2). In her article, she conducted a study in which she
found that students find valuable and detailed feedback the most
helpful. This is because feedback acts as an initial stimulus for students
that its encouragement for improvement incites them to make minor
improvements to aim for a better grade. I will be incorporating the
idea that meaningful feedback on writing has positive externalities
for students to make global revisions and edits to their essay and
improve themselves as writers.

7. Hyland, Ken, and Fiona Hyland. Feedback in Second Language Writing :

Contexts and Issues. Ed. Ken Hyland and Fiona Hyland. Cambridge: Cambridge
University Press, 2006. Print.
Ken and Fiona Hyland wrote a section of the book called
“Interpersonal aspects of response: Constructing and interpreting
teacher written feedback” with the aim of providing teachers with
different strategies in order to improve the way they give feedback to
their students. This chapter discusses the importance of training
teachers on how to give students feedback. It touches on the fact that
teachers are expected to give great detailed and insightful feedback
but no one helps them understand what that feedback entails. I will
want to bring this piece onto my project because it will bring a
different perspective of the conversation to my research. It will
contribute to filling in the gap of teachers’ perspectives and the
exigency of the issue.

8. Gulley, Beth. “Feedback on Developmental Writing Students’ First Drafts.”

Journal of developmental education 36.1 (2012): 16–36. Print.
 9. Koliadina, Natalia. “Teachers’ Written Feedback: Does the Delivery
Method Matter?” Journal of lanugage and education 1.2 (2015): 27–34. Web.

Natalia Koliadina’s article “Teachers’ Written Feedback: Does the

Delivery Method Matter?” discusses how there needs to be more
research done on analyzing the role of systematic feedback on
students' improvement of writing at the university. This article discusses
the findings of a small-scale action research conducted among first-
year undergraduate students which was conducted to track students’
progress in writing argumentative essays. The study shows that
providing consistently structured (praise and criticism) selective
(global and local) feedback to students has a positive effect both on
the teacher and on student perception of feedback and, generally,
their achievements in developing writing skills. I will be incorporating
the ideas that instructors need to seek more effective ways of
responding to students’ writing.

10. Mujtaba, S. M., Rakesh Parkash, and Maria Waris Nawaz. “Do Indirect
Coded Corrective Feedback and Teachers Short Affective Comments Improve
the Writing Performance and Learners Uptake?” Reading & writing quarterly
36.1 (2020): 34–47. Web.

11. Nusrat, Aasia, Farzana Ashraf, and Marie Francoise Narcy-Combes. “Effect
of Direct and Indirect Teacher Feedback on Accuracy of English Writing: A
Quasi-Experimental Study Among Pakistani Undergraduate Students.” 3L,
language, linguistics, literature the South East Asian journal of English language
studies 25.4 (2019): 84–98. Web.

12. Agbayahoun, Juvenale Patinvoh. “Teacher Written Feedback on Student

Writing: Teachers’ and Learners’ Perspectives.” Theory and practice in
language studies 6.10 (2016): 1895–. Web.
 13. Peterson, Shelley Stagg, and Christine Portier. “Grade One Peer and
Teacher Feedback on Student Writing.” Education 3-13 42.3 (2014): 237–257.
Web.

14. Yu, Shulin et al. “‘I Even Feel Annoyed and Angry’: Teacher Emotional
Experiences in Giving Feedback on Student Writing.” Assessing writing 48
(2021): 100528–. Web.

15. Mulati, Dyah Fitri, Joko Nurkamto, and Nur Arifah Drajati. “The teachers'
Beliefs in Teacher Written Corrective Feedback on the Students' Writing."
JOALL (Journal of Applied Linguistics & Literature) 5.1 (2020): 1–10. Web.