Abstract
A central question among instructors teaching writing-intensive courses is how to best respond to student writing. This study posits that the margin of the essay should not be reserved for instructor feedback only, and that allowing students to comment on their writing choices in this space has pedagogical aims. This study examined the use of “comment bubbles” to engage students in thinking about their writing choices in argumentative writing in an undergraduate social and economic justice course. Comment bubbles are comments and questions students inserted in the margin of their essays using the comment function in Microsoft Word. The margin of student essays was framed as a safe writing environment to encourage student self-expression beyond that already expressed in the essay. A thematic analysis of student comment bubbles found that students used the comment bubbles to react to research they read in journal articles, elaborate on their writing choices, share their personal experiences, and reflect on their future career interests. Allowing students to comment on their writing choices in this space facilitates student self-expression, self-reflection, and critical thinking.
Highlights
A central question among instructors teaching writing-intensive courses is how to best respond to student writing
Social work instructors across the country are tasked with teaching writing-intensive (WI) courses informed by writing across the curriculum (WAC) pedagogy (Horton & Diaz, 2011; Kolb, 2013; Wiener, 2012)
Students enrolled in a social and economic justice course designated as WI wrote an argumentative essay in which they were asked to pick a topic of their choice and argue how the issue is associated with discrimination and the forms of oppression covered in the course
Summary
A central question among instructors teaching writing-intensive courses is how to best respond to student writing. This study posits that the margin of the essay should not be reserved for instructor feedback only, and that allowing students to comment on their writing choices in this space has pedagogical aims. Social work instructors across the country are tasked with teaching writing-intensive (WI) courses informed by writing across the curriculum (WAC) pedagogy (Horton & Diaz, 2011; Kolb, 2013; Wiener, 2012). The instructor and graduate teaching assistant worked with students individually during in-class writing consultations before each of the sections were due to answer student questions and provide additional feedback
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
