From Inbox to Insight: A Writing Teacher’s Reflection on Students’ Written Formality
Abstract
When I receive correspondence from students in my writing classes, I wonder if it is representative of my teaching or of the class’s capabilities. Reflecting on that dynamic, I designed a study to assess if I needed to modify either what I need to teach or how I perceive students’ capabilities (or something in between). My data suggest that my students are more than capable of identifying shifts in tone for power-distance communication and that I therefore need to be aware of negativity dominance.
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References
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