Garrett DeHond (Hankuk University of Foreign Studies, Korea)
Abstract
In university English classes, peer and teacher response typically demands critical reactions to student essays. However, there can be occasion to question a "critical comment" in terms of quality of critical thinking or useful impact on student revisions and learning. In this study, I examined three English composition classes engaging in combined teacher-peer response for their efforts at developing practical inquiry (PI) about essay qualities. The concept of practical inquiry, taken from communities of inquiry (CoI), concerns how cognitive presence transitions through four phases: triggering events, explorations, integrations, and resolutions. Student writers, peer readers, and their instructor data constitute comment threads discussing compositions. Findings reveal that while many participants offered critical comments, these rarely progressed to show signs ideas were integrated or resolved among groups. Additionally, I identify various tactics and strategies that can either facilitate or impede PI progress.
Research (Video; 25 minutes)
Writing
Primarily of interest to teachers of university students
About the Presenter
Garrett DeHond is an assistant professor for the Department of English Linguistics and Language Technology at Hankuk University of Foreign Studies. His research interests most often include second language writing, communities of inquiry, and discourse analysis.
