This case study is designed to examine a potentially effective way to evaluate and provide feedback on student writing, and through meaningful evaluation, the writing process for secondary students could be more holistic, could better prepare students for college writing. This case study took place in a small eighth grade Language Arts/social studies classroom, located in a town of approximately thirty thousand residents, and the case is the classroom of 22 students, six of which were purposefully chosen for observation during their Paper Conference session and fourteen of which chose to participate in a survey. Paper Conferences are regular practice in the chosen classroom and all data collection took place during regularly schedule class time. Analysis revealed Paper Conferences were meaningful to both students and the teacher, thus documenting and describing a positive way to provide teacher feedback to student writing.
","abstract_html":"<p>This case study is designed to examine a potentially effective way to evaluate and provide feedback on student writing, and through meaningful evaluation, the writing process for secondary students could be more holistic, could better prepare students for college writing. This case study took place in a small eighth grade Language Arts/social studies classroom, located in a town of approximately thirty thousand residents, and the case is the classroom of 22 students, six of which were purposefully chosen for observation during their Paper Conference session and fourteen of which chose to participate in a survey. Paper Conferences are regular practice in the chosen classroom and all data collection took place during regularly schedule class time. Analysis revealed Paper Conferences were meaningful to both students and the teacher, thus documenting and describing a positive way to provide teacher feedback to student writing.</p>","abstract_has_math":false,"creators":["Betz, Jessica N"],"institution":null,"degree_name":"Master of Science","degree_level":"Thesis","degree_discipline":"Education, Leadership and Public Service","degree_department":null,"school":null,"contributors":["Christi Edge"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-08-01T07:00:00Z","date_published":"2016-08-01T07:00:00Z","updated_at":"2026-07-24T03:23:47Z","subjects":["paper conferencing","feedback to student writing","teaching writing","providing meaningful feedback to writing","types of feedback to student writing","methods to teach writing","teaching elementary/secondary writing","Educational Methods"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.nmu.edu/theses/110","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Christi Edge"]},{"key":"dc:creator","label":"Author","values":["Betz, Jessica N"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-06-29T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education, Leadership and Public Service"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["paper conferencing","feedback to student writing","teaching writing","providing meaningful feedback to writing","types of feedback to student writing","methods to teach writing","teaching elementary/secondary writing","Educational Methods"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.nmu.edu/theses/110"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This case study is designed to examine a potentially effective way to evaluate and provide feedback on student writing, and through meaningful evaluation, the writing process for secondary students could be more holistic, could better prepare students for college writing. This case study took place in a small eighth grade Language Arts/social studies classroom, located in a town of approximately thirty thousand residents, and the case is the classroom of 22 students, six of which were purposefully chosen for observation during their Paper Conference session and fourteen of which chose to participate in a survey. Paper Conferences are regular practice in the chosen classroom and all data collection took place during regularly schedule class time. Analysis revealed Paper Conferences were meaningful to both students and the teacher, thus documenting and describing a positive way to provide teacher feedback to student writing.
"]},{"key":"dc:title","label":"Title","values":["Paper Conferences as Meaningful Feedback to Student Writing"]}]}],"canonical_facts":{"dc:contributor":["Christi Edge"],"dc:creator":["Betz, Jessica N"],"dc:date.available":["2018-06-29T07:00:00Z"],"dc:description.abstract":["This case study is designed to examine a potentially effective way to evaluate and provide feedback on student writing, and through meaningful evaluation, the writing process for secondary students could be more holistic, could better prepare students for college writing. This case study took place in a small eighth grade Language Arts/social studies classroom, located in a town of approximately thirty thousand residents, and the case is the classroom of 22 students, six of which were purposefully chosen for observation during their Paper Conference session and fourteen of which chose to participate in a survey. Paper Conferences are regular practice in the chosen classroom and all data collection took place during regularly schedule class time. Analysis revealed Paper Conferences were meaningful to both students and the teacher, thus documenting and describing a positive way to provide teacher feedback to student writing.
"],"dc:identifier":["https://commons.nmu.edu/theses/110"],"dc:subject":["paper conferencing","feedback to student writing","teaching writing","providing meaningful feedback to writing","types of feedback to student writing","methods to teach writing","teaching elementary/secondary writing","Educational Methods"],"dc:title":["Paper Conferences as Meaningful Feedback to Student Writing"],"thesis:degree_discipline":["Education, Leadership and Public Service"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T03:23:47Z"}