Feedback Practices, Dialogic Teaching, Adolescent-Writer Identity: A Pedagogic Trifle in the Writing Classroom


This paper, through the use of a thought-framework, explores the harmonising of feedback practices, dialogic teaching and writer-identity development in the Singapore writing classroom. In framing writing as a medium promoting coherence, organisation and logic-presentation (Barnes, 2016), this paper has a two-fold aim. First, it seeks to reflect on the use of PEEEL in writing instruction; an oft-used framework highlighting the connections between Point, Explanation, Evidence, Evaluation and Link. With PEEEL seen as a possible approach for Secondary and Pre-University English Language students to identify and present evaluation in argumentative writing, the second part of this paper surveys the use of informed feedback practices (Hattie and Timperley, 2007) when helping students develop understand PEEEL-led evaluation practices, leading to the birth of anadiplosis as an instructional strategy. A strategy born out of a figure of speech where the last word of a sentence is repeated as the first word of the following sentence (Walker, 2017), the anadiplosis approach is a way to enhance the quality of PEEEL-influenced argumentative writing, while nurturing a culture of critical thinking amongst students.

Author Information
Karthickeyen Govindaraj, Ministry of Education, Singapore

Paper Information
Conference: ACE2023
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)

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Posted by James Alexander Gordon