Abstract

Researchers have tried to demonstrate the effectiveness of written teacher feedback over the course of the last sixty years, and the results are inconclusive. Many studies point to improvement on subsequent drafts as evidence of student improvement; however, this only indicates students' abilities to follow directions. It is not an indication of autonomous writing ability. This study demonstrates that with proper curriculum support high school students can develop intentional transferability (the autonomous, intentional transferring of writing skills to varied rhetorical situations) throughout the course of one academic year without receiving any teacher written feedback.

Degree

College and Department

Humanities; English

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