Uncovering Embedded Face Threat Mitigation in Landscape Architecture Critique Feedback

Article Sidebar

PDF
Published: Aug 31, 2015
DOI: https://doi.org/10.14434/josotl.v15i4.13456
Keywords:
feedback intervention theory, face threat, communication across the curriculum, classroom feedback

Main Article Content

Amy L. Housley Gaffney
University of Kentucky
http://orcid.org/0000-0002-8104-0850

Abstract

Receiving public feedback on academic work may threaten students’ face, particularly when such feedback is critical. One way that feedback may be cushioned is through face-threat mitigation techniques. I analyzed the use of such techniques in the feedback given by faculty and professionals to landscape architecture students as preparation for integrating communication instruction into these courses. This analysis revealed that informal language was the most prevalent technique employed by both faculty and professionals. Findings also indicated that faculty offered more direct advice to students than professionals, potentially fulfilling students’ desires for relevant feedback. The marked differences between faculty and professionals patterns point to different interpretations of and goals in providing feedback. The analysis concludes with a discussion of this study’s implications for future research on feedback.

Downloads

Download data is not yet available.

Article Details

How to Cite
Housley Gaffney, A. L. (2015). Uncovering Embedded Face Threat Mitigation in Landscape Architecture Critique Feedback. Journal of the Scholarship of Teaching and Learning, 15(4), 110–125. https://doi.org/10.14434/josotl.v15i4.13456
Issue
Volume 15, Number 4
Section
Articles
  1. Authors retain copyright and grant the Journal of the Scholarship of Teaching and Learning (JoSoTL) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in the Journal of the Scholarship of Teaching and Learning.
     
  2. Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.

  3. In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoSoTL publications, JoSoTL encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoSoTL, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
Author Biography

Amy L. Housley Gaffney, University of Kentucky

Assistant professor, College of Communications and Information at the University of Kentucky

References

Anthony, K. H. (1991). Design juries on trial: The Renaissance of the design studio. New York: Van Nostrand Reinhold.

Arundale, R. (2006). Face as relational and interactional: A communication framework for research on face, facework, and politeness. Journal of Politeness Research: Language, Behavior, Culture, 2, 193-216. doi:10.1515/PR.2006.011

Authors. (2008).

Authors. (2011).

Basey, J. M., Maines, A. P., & Francis, C. D. (2014). Time efficiency, written feedback, and student achievement in inquiry-oriented biology labs. International Journal for the Scholarship of Teaching and Learning, 8(2). Retrieved from http://digitalcommons.georgiasouthern.edu/ijsotl/vol8/iss2/15

Brown, P., & Levinson, S. (1987). Politeness: Some universals in language use. Cambridge: Cambridge University Press.

Burnett, R. (1996). “Some people weren’t able to contribute anything but their technical knowledge”: The anatomy of a dysfunctional team. In A. H. Duin & C. J. Hansen (Eds.), Nonacademic writing: Social theory and technology, pp. 123-156. Mahwah, NJ: Lawrence Erlbaum.

Dannels, D P. (2000). Learning to be professional: Technical classroom discourse, practice, and professional identity construction. Journal of Business and Technical Communication, 14, 5-37. doi:10.1177/105065190001400101

Dannels, D. P., & Norris Martin, K. (2008). Critiquing critiques: A genre analysis of feedback across novice to expert design studios. Journal of Business and Technical Communication, 22, 135-159.

Defazio, J., Jones, J., Tennant, F., & Hook, S. A. (2010). Academic literacy: The importance and impact of writing across the curriculum—a case study. Journal of the Scholarship of Teaching and Learning, 10(2), 34-47.

Harrison, S., & Barlow, J. (2009). Politeness strategies and advice-giving in an online arthritis workshop. Journal of Politeness Research: Language, Behavior, Culture, 5, 93-111. doi:10.1515/JPLR.2009.006

Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81-112. doi: 10.3102/003465430298487

Kerssen-Griep, J. (2001). Teacher communication activities relevant to student motivation: Classroom facework and instructional communication competence. Communication Education, 50, 256-273. doi:10.1080/03634520109379252

Kerssen-Griep, J. Hess, J. A., & Trees, A. R. (2003). Sustaining the desire to learn: Dimensions of perceived instructional facework related to student involvement and motivation to learn. Western Journal of Communication, 67, 357-381. doi:10.1080/10570310309374779

Kerssen-Griep, J., Trees, A. R., & Hess, J. A. (2008). Attentive facework during instructional feedback: Key to perceiving mentorship and an optimal learning environment. Communication Education, 57, 312-332. doi:10.1080/03634520802027347

Kerssen-Griep, J., & Witt, P. (2012). Instructional feedback II: How do instructor immediacy cues and facework tactics interact to predict student motivation and fairness perceptions? Communication Studies, 63, 498-517.

King, P. E., Schrodt, P., & Weisel, J. J. (2009). The Instructional Feedback Orientation Scale: Conceptualizing and validating a new measure for assessing perceptions of instructional feedback. Communication Education, 58, 235-261. doi:10.1080/03634520802515705

King, P. E., & Young, M. J. (2002). An information processing perspective on the efficacy of instructional feedback. American Communication Journal, 5. Retrieved from http://www.acjournal.org/holdings/vol5/iss2/articles/feedback.pdf

King, P. E., Young, M. J., & Behnke, R. R. (2000). Public speaking performance improvement as a function of information processing in immediate and delayed feedback interventions. Communication Education, 49, 365-374. doi:10.1080/03634520009379224

Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254-284. doi:10.1037/0033-2909.119.2.254

Laybourn, P., Goldfinch, J., Graham, J., Macleod, L., & Stewart, S. (2001). Measuring changes in groupworking skills in undergraduate students after employer involvement in group skill development. Assessment & Evaluation in Higher Education, 26, 367-380.

Locher, M. A., & Watts, R. J. (2005). Politeness theory and relational work. Journal of Politeness Research: Language, Behavior, Culture, 1, 9-33. doi:10.1515/jplr.2005.1.1.9

Luthans, F., & Peterson, S. J. (2003). 360-degree feedback with systematic coaching: Empirical analysis suggests a winning combination. Human Research Management, 42(3), 243-256.

Merkin, R. S. (2006). Power distance and facework strategies. Journal of Intercultural Communication Research, 35, 139-160. doi:10.1080/17475750600909303

Oak, A. (2000). It’s a nice idea, but it’s not actually real: Assessing the objects and activities of design. International Journal of Art & Design Education, 19, 86-95. doi:10.1111/14685949.00205

Oetzel, J., Ting-Toomey, S., Masumoto, T., Yokochi, Y., Pan, X., Takai, J., & Wilcox, R. (2001). Face and facework in conflict: A cross-cultural comparison of China, Germany, Japan, and the United States. Communication Monographs, 68(3), 235-258.

Pickford, S. (2008). Dimensions of “vernacular” pedagogy. Language & Education: An International Journal, 22, 48-61. doi:10.2167/le735.0

Price, M, Handley, K., Millar, J., & O’Donovan, B. (2010). Feedback: All that effort, but what is the effect? Assessment & Evaluation in Higher Education, 35, 277-89. doi: 10.1080/02602930903541007

Smith, C. D., & King, P. E. (2004). Student feedback sensitivity and the efficacy of feedback interventions in public speaking performance improvement. Communication Education, 53, 203216. doi:10.1080/0363452042000265152

Trees, A. R., Kerssen-Griep, J., & Hess, J. A. (2009). Earning influence by communicating respect: Facework’s contributions to effective instructional feedback. Communication Education, 58, 397416. doi: 10.1080/03634520802613419

Vásquez, C. (2009). Examining the role of face work in a workplace complaint narrative. Narrative Inquiry, 19, 259-279. doi:10.1075/ni.19.2.04vas

Wang, N., Johnson, W., Mayer, R. E., Rizzo, P., Shaw, E., & Collins, H. (2008). The politeness effect: Pedagogical agents and learning outcomes. International Journal of Human-Computer Studies, 66, 98-112. doi:10.1016/j.ijhcs.2007.09.003

Wilson, S. R., Kim, M., & Meischke, H. (1991). Evaluating Brown and Levinson's politeness theory: A revised analysis of directives and face. Research on Language & Social Interaction, 25, 215-252. doi:10.1080/08351819109389363

Witt, P. L., & Kerssen-Griep, J. (2011). Instructional feedback I: The interaction of facework and immediacy on students' perceptions of instructor credibility. Communication Education, 60, 7594. doi:10.1080/03634523.2010.507820