{"title":"技术交流课堂中的形成性反馈会议","authors":"Sara Doan","doi":"10.1109/procomm53155.2022.00049","DOIUrl":null,"url":null,"abstract":"Formative feedback conferences, meetings with small groups of students about their assignment drafts, have the potential to shape students’ approaches to revising their work, giving one another feedback, and preparing them for future writing beyond the technical communication classroom. This extended abstract details the advantages, procedures, and limitations of this pedagogical approach.","PeriodicalId":286504,"journal":{"name":"2022 IEEE International Professional Communication Conference (ProComm)","volume":"55 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Formative Feedback Conferences in the Technical Communication Classroom\",\"authors\":\"Sara Doan\",\"doi\":\"10.1109/procomm53155.2022.00049\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Formative feedback conferences, meetings with small groups of students about their assignment drafts, have the potential to shape students’ approaches to revising their work, giving one another feedback, and preparing them for future writing beyond the technical communication classroom. This extended abstract details the advantages, procedures, and limitations of this pedagogical approach.\",\"PeriodicalId\":286504,\"journal\":{\"name\":\"2022 IEEE International Professional Communication Conference (ProComm)\",\"volume\":\"55 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"2022 IEEE International Professional Communication Conference (ProComm)\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1109/procomm53155.2022.00049\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"2022 IEEE International Professional Communication Conference (ProComm)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1109/procomm53155.2022.00049","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Formative Feedback Conferences in the Technical Communication Classroom
Formative feedback conferences, meetings with small groups of students about their assignment drafts, have the potential to shape students’ approaches to revising their work, giving one another feedback, and preparing them for future writing beyond the technical communication classroom. This extended abstract details the advantages, procedures, and limitations of this pedagogical approach.
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