Providing accurate and timely feedback is essential for doctoral students to help develop the skills required to produce doctoral-level academic writing. Listed below are articles, books and additional resources to assist with providing constructive feedback to students.
This first article, Responding to Student Writing: Ideas for Creating "Instructive and Portable" Conversations, is from the University of Connecticut, Greater Hartford Writing Center. It provides guidelines and tips for successful response practices.
Retrieved from http://wcenter.hartford.uconn.edu/resources-for-faculty/ - Responding-to-Student-Writing
This second article, A Brief Guide to Responding to Student Writing, is from the Harvard Writing Project series. This article is a brief guide that provides guidelines to reading and responding to the paper or essay.
BG Responding To Student Writing
Retrieved from http://writingproject.fas.harvard.edu/pages/teaching-guides
Caffarella, R. S., & Barnett, B. G. (2000). Teaching doctoral students to become scholarly writers: The importance of giving and receiving critiques. Studies in Higher Education, 25(1), 39-52.
Retrieved from the Elihu Burritt Library and the EBSCOhost database (360LINK).
Can, G., & Walker, A. (2011). A model for doctoral students' perceptions and attitudes toward written feedback for academic writing. Research in Higher Education, 52(5), 508-536.
Retrieved from the Elihu Burritt Library and the EBSCOhost database (360LINK).
Humphrey, R., & Simpson, B. (2012). Writes of passage: Writing up qualitative data as a threshold concept in doctoral research. Teaching in Higher Education, 17(6), 735-746.
Retrieved from the Elihu Burritt Library and the EBSCOhost database (360LINK).
Paltridge, B. & Starfield, S. (2007). Thesis and dissertation writing in a second language: A handbook for Supervisors. Oxon: Routledge.
Retrieved from http://www.eng11.com/uploads/5/7/7/9/57799873/thesis_writing.pdf