Blog #10

Analysis of Data Set 4.1:

The Bubble Comments

• There is a more direct approach to the feedback.
• They are fairly organized to the points within the text.
• There is more positive feedback than anything else.
• There are a few suggestions made, but not many.

The Global Comment

• Gives a general overview of the text.
• Starts out with praise, but then goes on to list what needs work.
• Organized and numbered to the order of the paper.

Research question:
Is giving positive feedback and suggestions a deterrent to students from revising their papers?

Analysis of Data Set 4.2:

The Bubble Comments

• Starts out with positive feedback, then goes into suggestions and questions.
• Asks questions that are intended to push the student to get more information.
• Makes the point of challenging the student to do a little more critical thinking.

The Global Comment

• Gets straight to the point.
• Informs the student they need to construct their argument further.
• Asks the student to research a certain theorist, then look back at their text and see it the way the theorist would.
• Comment located at bottom of paper rather than top.

Research question:
How might further research into a topic help the student to see where they might need to change things in their argument?

Analysis of Data Set 4.3:

The Bubble Comments

• Gives positive feedback on what they felt was strong in the text.
• Makes suggestions on what they think could use a little more work.
• Asks the student what they think themselves could be done to make a certain part in the text stronger.

The Global Comment

• Much more positive feedback and indicated where they felt the student was strong in their work.
• A much more thoroughly thought out series of criteria and suggestions than the previous two sets.
• Made it known to the student that the work is somewhat vague in its argument and supporting details.
• Gives a layout or form of the paper telling what was done properly in the students work.

Research question:
Could the amount of suggestions to make the paper stronger help the student to make an effort in their revision, or deter them from putting in any effort in their revision?


Analysis of Data Set 4.3:

The Bubble Comments

• Points out that the work feels as if it were starting in the middle.
• Is very straightforward of what they felt was wrong with different parts of the work.
• Some positive feedback pointing out what they felt was done right within the work.
• Provides some suggestions on how the student might make the work stronger.

The Global Comment

• Comment located at bottom of the paper.
• Makes note that student has done a substantial amount of research.
• Points out that maybe there is too much information, that its crowded and hard to tell what's important.
• Points out that student makes effort to challenge other students' existing knowledge about plagiarism.

Research question:
What could be suggested to the student that would help them choose what information is important to the paper and choose which information is 'fluff' and unnecessary?