Originally published December 2020 in The Quarantine Anthology

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ABSTRACT

This research project was carried out for the purpose of attaining data on college students in the feedback-related writing process. The process consists of receiving feedback on written work and implementing that feedback as well as altering, improving, and proofreading work through revision. The process is not well carried out in college classrooms by students and faculty despite its principal role in writing. Therefore, inspecting the frequencies of such efforts as well as views of students on their experiences with the process will aid in further efforts to implement these strategies. A study was completed of 20 Illinois State University students through a survey for the achievement of this information. The survey revealed a minimal amount of peer work and a dissatisfied student perspective. These results indicate that more collaborative work and opportunity for students to provide feedback to their peers is needed along with additional guidelines on the instructors end in the college classroom to create for more effective work. Productively, it has been established that a writing-related feedback deficiency is present as an issue, and additional implementations of such work in classrooms would be the solution. Looking ahead, this research should be advanced through additional exhaustive and inclusive surveys, and clearing the way for college students to make the ultimate best of their work should be a sought out goal in an effort to bring about education, initiative, and change.