Journal of Business and Technical Communication Apr 2020

Scaffolding Feedback Between Cowriters With Different Levels of English-Language Proficiency

Maria Poznahovska Feuer

Abstract

When students cowrite with others who have different levels of proficiency with the English language, they can experience unproductive conflict related to feedback avoidance. The author interviewed 20 professionals with experience cowriting across such different English proficiencies and found three strategies that can facilitate feedback and collaboration: calibrate genre and reader expectations, establish protocols for reviewing texts, and frame feedback as a learning opportunity. She suggests that these strategies can be a step toward helping students mitigate their anxieties about feedback and feel more empowered to engage with linguistically diverse peers.

Journal
Journal of Business and Technical Communication
Published
2020-04-01
DOI
10.1177/1050651919892306
CompPile
Open Access
Closed
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Citation context

Cited by in this index (1)

  1. Feuer et al. (2023)
    Planning for Difference: Preparing Students to Create Flexible and Elaborated T…
    IEEE Transactions on Professional Communication

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