A participatory action research study on handwritten annotation feedback and its impact on staff and students

Annotation was introduced to a United Kingdom (UK) School of Nursing following an institutional audit within a UK University. Handwritten annotation (writing in the margins of student assignments) was introduced to the grading procedure to enhance the quality of student feedback and learning. Once in practice, annotation could be examined and an action research study facilitated the process. Post-qualifying essay scripts were examined for styles of annotation to identify its strengths and weaknesses. Five staff participated in action research to examine staff perceptions of annotation. Findings showed that words or telegraphic signs that stand alone in the margins of a student essay can be seen as abstract signs to the novitiate reader and need contextualising. If there is a negative tone in the markers’ annotation it can be detected by the student and interpreted as unhelpful or disparaging. There are a number of ways of improving annotation, and good practice guidelines are offered in the conclusion to this paper

Enhancing Literacy Instruction through Technology

Technology has altered how children experience language. As technology has taken root in society, literacy skills have expanded beyond simply reading and writing print texts to include interacting with digital texts and media. To prepare students to operate in this digital environment, teachers should integrate technology into language arts instruction; however, many teachers feel unprepared to do so effectively. Additionally, some teachers hesitate to implement technology into language arts instruction as a tool because of its supposed negative effects on literacy. Despite beliefs about technology inhibiting reading and writing, teachers can utilize technology to enhance literacy instruction. The digital age has laid the foundation for new literacies, and teachers must build upon it

Constructing the CODA corpus: A parallel corpus ofmonologues and expository dialogues

We describe the construction of the CODA corpus, a parallel corpus of monologues and expository dialogues. The dialogue part of the corpus consists of expository, i.e., information-delivering rather than dramatic, dialogues written by several acclaimed authors. The monologue part of the corpus is a paraphrase in monologue form of these dialogues by a human annotator. The corpus was constructed as a resource for extracting rules for automated generation of dialogue from monologue. Using authored dialogues allows us to analyse the techniques used by accomplished writers for presenting information in the form of dialogue. The dialogues are annotated with dialogue acts and the monologues with rhetorical structure. We developed annotation and translation guidelines together with a custom-developed tool for carrying out translation, alignment and annotation

Reading and the Writing Center: Tutor Education and Praxis

University Writing Cente