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|  | |  |\n|  |  |  |  |  |  |\n\nSPRING 2017  \nVolunteer Expert Readers: Drawing on the University Community to Provide Professional Feedback for Engineering Student Writers  \nCARY MOSKOVITZ Duke University  \nDurham, NC  \nABSTRACT  \nThis paper reports on a 3-year study utilizing a novel approach to providing students in an introductory engineering course with feedback on drafts of course writing projects. In the Volunteer Expert Reader (VER) approach, students are matched with university alumni or employees who have the background to give feedback from the perspective of the target audience for their writing. Data suggest that VER can increase student engagement in engineering course writing assignments and may improve the quality of student writing. Factors most affecting successful implementation include whether student participation is required or optional and whether readers are matched with individual students or with a student team. Other factors may include the type of assignment, whether volunteers’ backgrounds area good fit for the type of writing, and whether readers can respond to student drafts in a timely fashion.  \nKey words: Writing, communication, feedback, alumni  \nINTRODUCTION  \nMuch of the writing done by practicing engineers involves specialized, often multimodal communication skills: describing and diagramming complex equipment and processes, presenting various types of data, documenting code, arguing the merits of a new design or approach, and so on. Because such skills are not typically learned in standard composition courses, there is wide agreement that engineering programs must assume more responsibility in helping their students develop technical writing skills (Ambrose and Norman 2006; Rugarcia et al. 2000; Shuman, Besterfield-Sacre, and McGourty 2005; J. D. Ford and Riley 2003) . A particularly compelling study was that of Sageevand Romanowski (2001), who surveyed engineers who had graduated and entered the workplace; responses indicate that once students enter the profession, many recognize that they did not  \nSPRING 2017 1  \nADVANCES IN ENGINEERING EDUCATION  \nVolunteer Expert Readers: Drawing on the University Community to Provide Professional Feedback for Engineering Student Writers  \nreceive adequate training in written communication. In response to these recognitions, innovative approaches to providing more occasions to practice writing have been documented in the engineering and technical communications literature, from first-year experiences through capstone projects (see for example Kryder 1999; Mahan et al. 2000; Norback et al. 2002; J. D. Ford et al. 2006) . As a result of this increased commitment to writing, today’s engineering graduate will likely have written considerably more prose in their engineering courses than the typical graduate thirty years ago.  \nThe quantity of writing engineering students do is certainly important. Yet scholars of both writing studies and engineering education acknowledge that students also need feedback that invites serious reflection, rethinking and revision (Harris and Schaible 1997; Jerde and Taper 2004; Gottschalk and Hjortshoj 2004; McLaren and Webber 2009; Flateby and Fehr 2008; Gassman, Maher, and Timmerman 2013; Calvo and Ellis 2010) . Unfortunately, the feedback engineering undergraduates receive on their writing often lacks elements widely recognized as necessary for effective writing instruction.  \nFeedback on student writing, commonly referred to as “response” within writing studies discourse, has been a focus of research within that field since the early 1980s. Two products of this research—Horvath’s essay “The components of written response: A practical synthesis of current views”(Horvath 1984) and Anson’s collection Writing and Response (Anson 1989)—provide a good overview of early research and scholarly perspectives on feedback in the field. H","cbCaid6Py5MZ0FOL","https://ap.wps.com/l/cbCaid6Py5MZ0FOL","pdf",4604346,31,"English","# Abstract\n# Introduction\n## Writing in Engineering Practice\n## Feedback and Response Research\n## Challenges of Providing Feedback in Engineering","[{\"question\":\"What is the Volunteer Expert Reader (VER) approach?\",\"answer\":\"In VER, engineering students are matched with university alumni or employees who can provide feedback as members of the target audience for their writing.\"},{\"question\":\"What benefits does the paper report from VER?\",\"answer\":\"Data suggest VER increases student engagement in engineering writing assignments and may improve the quality of student writing.\"},{\"question\":\"What factors most affect successful implementation of VER?\",\"answer\":\"Key factors include whether student participation is required or optional, and whether readers are matched to individual students or to a student team.\"}]","Volunteer Expert Readers: Drawing on the University Community to Provide Professional Feedback for Engineering Student Writers | PDF",1792065788,78]