Conclusion

 

The movement to write facilitative commentary is quite recent. Since roughly fifteen years ago scholars have been urging teachers that commentary limited to the structural and format issues of writing is ineffective in student learning. The best way to improve student writing is to comment in ways which access the writing process. These comments interact with the content. Asking questions, requesting more information, and providing counterarguments all encourage students to think about their writing and how they develop, organize, and present ideas. Many teachers struggle in writing commentary which benefit students in this way, primarily because most have not received any formal training. Perhaps this discussion can be used as introductory material for some of these teachers and for tutors as well.

Bibliography

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