Building authority, or agency, in the undergraduate writing classroom is considered beneficial to producing confident and well-rounded student writers who later become integral members of society. However, it is widely recognized by scholars that this agency is lacking in many student writers. Students feeling a lack of authority over their work urges a closer look at how the revision process can assist in the development of greater student confidence and ownership. This paper seeks to examine factors that may influence student authority over their writing, and especially how teacher feedback and peer review can encourage students to gain and establish such authority. I argue that student writer authority is not established through a single task but, instead, through a process of multiple important steps. To support my claims, I use the findings from the field's prominent scholars as well as data gathered from a survey I conducted of thirty college students in writing courses at CCU.
"Comments to Progress: How to Achieve a Student Writer's Sense of Authority through Feedback in the Revision Process,"
Bridges: A Journal of Student Research: Vol. 12
, Article 5.
Available at: https://digitalcommons.coastal.edu/bridges/vol12/iss12/5