Lit Review Exercise


Three of these* are from my take on the 2-9 lit reviews exercise. The others are here for us to discuss other considerations in creating literature reviews, particularly in light of our programmatic example on collective feedback.

For our discussions, some questions to consider on limiting perspectives:

  • TPC specific?
  • how much to integrate from other fields such as composition or education?
  • general higher ed studies?
  • what to do about peer review as formative feedback?
  • what about the tech and analytics research?

Harding, Lindsey; King, Joshua; Bonanno, Anya; and Powell, Joseph (2022) “Feedback as Boundary Object: Intersections of Writing, Response, and Research,” Journal of Response to Writing: Vol. 8: Iss. 2, Article 4.
Available at:

*Still, B., & Koerber, A. (2009). Listening to Students: A Usability Evaluation of Instructor Commentary. Journal of Business and Technical Communication, 24(2), 206-233. 

*Taylor, S. S. (2011). Really Don’t Know What He Meant by That: How Well Do Engineering Students Understand Teachers’ Comments on Their Writing? Technical Communication Quarterly, 20(2), 139. 

*Doan, S. (2019). Contradictory Comments: Feedback in Professional Communication Service Courses. Transactions on Professional Communication (IEEE), 62(2). 

King, P. E., & King, C. S. T. (2020). Instructor Perceptions of Feedback and the Best Practices: A Pilot Study. American Communication Journal, 22(1), n.p. 

Wilson, E., & Post, J. (2019). Toward critical engagement affect and action in student interactions with instructor feedback. In A. R. Gere (Ed.), Developing Writers in Higher Education (pp. 29-55). University of Michigan Press. 

Shute, V. (2007). Focus on Feedback. 

Dawson, P., Henderson, M., Mahoney, P., Phillips, M., Ryan, T., Boud, D., & Molloy, E. (2018). What makes for effective feedback: staff and student perspectives. Assessment & Evaluation in Higher Education, 44(1), 25-36. 

Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325.