Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/43230
Title: Using Narrative and Metaphor in Formative Feedback: Exploring Students’ Responses
Authors: Watkins, Dawn
Guihen, Laura
First Published: 2019
Publisher: Case Western Reserve University
Citation: Journal of Legal Education, 2019, in Press
Abstract: [First paragraph] When I get feedback even when I’ve done something good they’ll just write “good” . . . or they’ll say “this sentence doesn’t make sense” but in my head it makes sense; how does it not make sense? . . . or like a question mark . . . I’m like, I don’t know what you’re questioning! These comments were expressed by a final-year undergraduate law student reflecting on her experiences of receiving formative feedback on various written assignments that she had submitted during her course of study. Inasmuch as they demonstrate a sense of frustration and miscommunication, this student’s particular views may be seen as typical of many students’ feelings about feedback.
DOI Link: TBA
ISSN: 0022-2208
Links: TBA
http://hdl.handle.net/2381/43230
Embargo on file until: 1-Jan-10000
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © The Author(s), 2019. (http://www.rioxx.net/licenses/all-rights-reserved)
Description: The file associated with this record is under a permanent embargo in accordance with the publisher's policy. The full text may be available through the publisher links provided above.
Appears in Collections:Published Articles, School of Law

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