HomePublicationsOpen Access SeriesWriting Beyond the UniversitySection 2 Chapter 6: Examining the Effects of Reflective Writing and Peer Feedback on Student Writing in and Beyond the UniversityDownload Chapter Book MenuWriting Beyond the University SectionsSection 1Section 2Section 3ChaptersIntroductionChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Chapter 13An Invitational ConclusionBook Resources Contributors Download BookOpen access PDFdoi.org/10.36284/celelon.oa5ISBN: 978-1-951414-08-5October 3, 20225.5 MBMetrics: 4297 views | 911 downloadsISBN: 978-1-951414-09-2November 2022 (Temporarily Unavailable) Ha Thi Phuong Pham and Dominique Vola AmbinintsoaThis chapter examines how two types of sustainable writing strategies, facilitated reflection and peer feedback, can help support student writing development in contexts where institutional support is lacking. Studying the longitudinal writing of Malagasy and Vietnamese students, the authors conclude by suggesting ways to make reflection and peer feedback even more meaningful for such students. Chapter DOI: https://doi.org/10.36284/celelon.oa5.6 Discussion Questions Identify curricular classes or cocurricular experiences (like internships or co-ops) where student writing support might be limited on your campus. How might you work with partners to provide strategies like facilitated reflection and peer feedback to these students? How might these strategies be altered to make them more sustainable given your campus culture? Share:
