response, commenting, technology, iPad
Although scholars have advocated for new technologies for responding to student work, there has been little study of how commenting style varies across types of technologies. Using a combination of artifact analysis and interviews, this study shows how the comments of five writing instructors varied between hard-copy and iPad-collected papers. Comments were coded for focus and mode based on previous work by Straub and Lunsford (1995). The overall focus, mode, and length of comments remained consistent across types of technology. In addition, the genre of the end comment (Smith, 1997) remained consistent and appeared unaffected by technology use. However, participants made more imperative marginal comments using the iPad. Interviews showed a difference in comfort and tactile experiences with the iPad that may account for this difference. Ultimately, the use of different technologies may affect teachers’ emotions and embodied experiences, which may have a more significant effect on mode of comments than the technology itself. Future studies should further examine the connections between the material use of technology, the emotions of the users, and changes in commenting style.
"The Genre of Teacher Comments from Hard Copy to iPad,"
Journal of Response to Writing: Vol. 4:
1, Article 4.
Available at: https://scholarsarchive.byu.edu/journalrw/vol4/iss1/4