{"title":"An analysis of pragmatic intent of written teacher feedback commentary on students’ project essays in Colleges of Education in Ghana","authors":"Wilson Awiah Jujugenia, P. A. Gborsong, J. Afful","doi":"10.4314/ejotmas.v8i1-2.5","DOIUrl":null,"url":null,"abstract":"The study is aimed at finding out how teachers of St. John Bosco’s College of Education, Ghana focus the pragmatic intent of teacher written feedback comments on students’ project draft essays. Drawing on Ferris, Pezone, Tade, and Tinti (1997), Discourse Analytical Model for teacher written commentary and key concepts like “written feedback commentary” and “feedback,” the study, which was essentially a case study, and a descriptive survey, randomly and purposively focused on a sample of 336 comments from 21students’ project drafts of the 2012 academic year in St. John Bosco’s College of Education. The study revealed that teachers of St. John Bosco’s College of Education employed the pragmatic intent (directive type) of ‘make suggestion/request’, as a way of getting students to rework their project drafts. The study raises some implications for writing instruction, theory and analyses of teacher written feedback commentary.","PeriodicalId":333241,"journal":{"name":"EJOTMAS: Ekpoma Journal of Theatre and Media Arts","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2022-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"EJOTMAS: Ekpoma Journal of Theatre and Media Arts","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4314/ejotmas.v8i1-2.5","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
The study is aimed at finding out how teachers of St. John Bosco’s College of Education, Ghana focus the pragmatic intent of teacher written feedback comments on students’ project draft essays. Drawing on Ferris, Pezone, Tade, and Tinti (1997), Discourse Analytical Model for teacher written commentary and key concepts like “written feedback commentary” and “feedback,” the study, which was essentially a case study, and a descriptive survey, randomly and purposively focused on a sample of 336 comments from 21students’ project drafts of the 2012 academic year in St. John Bosco’s College of Education. The study revealed that teachers of St. John Bosco’s College of Education employed the pragmatic intent (directive type) of ‘make suggestion/request’, as a way of getting students to rework their project drafts. The study raises some implications for writing instruction, theory and analyses of teacher written feedback commentary.
本研究旨在找出加纳圣约翰博斯科教育学院的教师如何将教师书面反馈意见的实用意图集中在学生的项目草稿论文上。借鉴Ferris, Pezone, Tade, and Tinti(1997)关于教师书面评论的话语分析模型以及“书面反馈评论”和“反馈”等关键概念,本研究本质上是一个案例研究和描述性调查,随机和有目的地集中在St. John Bosco ' s College of Education 2012学年21名学生的项目草稿中的336条评论样本。研究显示,圣约翰博斯科教育学院的老师们使用了“提出建议/请求”的语用意图(指令型),作为让学生修改他们的项目草稿的一种方式。本研究对写作教学、教师书面反馈评语的理论和分析有一定的启示。