Home > Strategies and Skill Development > Verbal Strategy Families > Editorial Markup > Literature Note - Markup

Markup, as we are defining it, may be expressed in notes, annotations, or some form of markup of a text, but it is fundamentally a matter of recognizing and identifying or labeling potential issues at the level of sentence form and meaning in a text, whether or not one has the skills to deal with them. Markup is thus one form of response that teachers may give students, with various issues that can arise, given that students may need other kinds of feedback than close line-editing advice (Cho, Schunn, & Charney, 2006; Connors & Lunsford, 1993; Sommers, 1982; Straub, 1997).

However, markup is much more typical of collaborative writing environments, where different individuals may be responsible for different parts of the publication process, as when editors must prepare a text for publication. While there are many software implementations of annotation and commentary systems, their use for collaboration has received less attention in connection with writing instruction (but see Purdy, 2009, for an alternate view).

Cho, K., Schunn, C. D., & Charney, D. (2006). Commenting on writing: Typology and perceived helpfulness of comments from novice peer reviewers and subject matter experts. Written Communication, 23(3), 260-294.

Connors, R. J., & Lunsford, A. A. (1993). Teachers' rhetorical comments on student papers. College Composition and Communication, 44(2), 200-223.

Purdy, J. P. (2009). The changing space of research: Web 2.0 and the integration of research and writing environments. Computers and Composition, 27(1), 48-58.

Sommers, N. (1982). Responding to student writing. College Composition and Communication, 33(2), 148-156.

Straub, R. (1997). Students' reactions to teacher comments: An exploratory study. Research in the Teaching of English, 31(1), 91-119.

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