Book cover for Writing Beyond the University: Preparing Lifelong Learners for Lifewide Writing. Edited by Julia Bleakney, Jessie L. Moore, and Paula Rosinski.

Open access PDF

doi.org/10.36284/celelon.oa5

ISBN: 978-1-951414-08-5

October 3, 2022

Metrics: 47 views

ISBN: 978-1-951414-09-2

October 17, 2022

This 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.

Discussion Questions

  1. 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?
  2. How might these strategies be altered to make them more sustainable given your campus culture?