Keywords
written feedback, first-year composition, Legitimation Code Theory, specialization, teacher feedback literacy
Abstract
Research in feedback literacy (Carless & Boud, 2018; Molloy, Boud, & Henderson, 2020; Yu & Liu, 2021; Zhang & Mao, 2023) explores student use of written feedback and barriers to feedback uptake; the role of faculty in designing contextually appropriate feedback has been termed teacher feedback literacy (Carless & Winstone, 2023). When feedback does not achieve desired results, faculty must evaluate their feedback practices; they may be unaware of underlying features that hinder feedback effectiveness. In this paper, a long-time instructor of first-year college composition (FYC) interrogates her own feedback practices using tools from the specialization dimension of Legitimation Code Theory (LCT, Maton 2014; Maton 2016a; Maton 2016b). A translation device (Maton & Chen, 2016) connecting feedback data to LCT concepts was constructed to code responses to 105 student drafts. Subsequent analysis reveals that knowledge codes, which legitimate student achievement through demonstration of specialized knowledge and skills, predominate in the feedback. Comments foregrounding the dispositions, intentions, and agency of the student writers occur much less frequently. From these results, the instructor identifies potential barriers to student feedback uptake, including code mismatches and code confusion, which may be mitigated through adjustments to written responses and classroom instruction.
Recommended Citation
Moore, Miriam
(2024)
"What Counts as Legitimate College Writing? An Exploration of Knowledge Structures in Written Feedback,"
Journal of Response to Writing: Vol. 10:
Iss.
1, Article 2.
Available at:
https://scholarsarchive.byu.edu/journalrw/vol10/iss1/2