Teacher Feedback on Writing
Considering the Options
DOI:
https://doi.org/10.1558/wap.v1i1.113Keywords:
feedback modes, feedback types, Microsoft Word, insert audio, insert comment/track changesAbstract
Most writing teachers make use of pens/pencils or computers as a tool to provide their students with written feedback. This article recommends a range of feedback modes for writing teachers, including (1) pen-and-paper, (2) insert comment/track change (giving comments by deleting and adding), and (3) insert audio (recording your voice). Advantages and disadvantages of each feedback mode, based on teacher’s observation as well as students’ preferences, are discussed to help writing teachers consider how different commenting modes might facilitate their feedback process.
References
Brandl, K. (1995) Strong and weak students’ preferences for error feedback options and response. The Modern Language Journal 79(2): 194–211.
Dwyer, H. and Sullivan, H. (1993) Student preferences for teacher and computer composition marking. Journal of Educational Research 86(3): 137–41.
Ferris, D. (1995) Student reactions to teacher response in multiple-draft composition classrooms. TESOL Quarterly 29(1): 33–53.
Ferris, D. (1997) The influence of teacher commentary on student revision. TESOL Quarterly 31: 315–39.
Ferris, D. (1999) The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing 8: 1–11.
Ferris, D. (2003) Response to Student Writing: Implications for Second Language Students. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Ferris, D. and Hedgcock, J. (2005) Teaching ESL Composition: Purpose, Process, and Practice. (2nd edition.) Mahwah, New Jersey: Lawrence Erlbaum.
Goldstein, L. M. (2005) Teacher Written Commentary in Second Language Writing Classrooms. Ann Arbor: University of Michigan Press.
Hedgcock, J. and Lefkowitz, N. (1994) Feedback on feedback: Assessing learner receptivity to teacher response in L2 composing. Journal of Second Language Writing 3: 141–63.
Hyland, K. (1990) Providing productive feedback. ELT Journal 44(4): 279–85.
Hyland, K. (2003) Second Language Writing. Cambridge: Cambridge University Press.
Lerner, M. (1996) Writing Smart: Your Guide to Great Writing. New York: Random House.
Liu, J. and Sadler, R. (2003) The effect and affect of peer review in electronic versus traditional modes on L2 writing. Journal of English for Academic Purposes 2(3): 193–227.
Pennington, M. C. (2003) The impact of the computer in second language writing. In B. Kroll (ed.) Exploring the Dynamics of Second Language Writing 287–310. Cambridge: Cambridge University Press.
Semke, H. D. (1984) Effects of the red pen. Foreign Language Annuals 17: 195–202.
Sugita, Y. (2006) The impact of teachers’ comment types on students’ revision. ELT Journal 60(1): 34–41.
Truscott, J. (1996) The case against grammar correction in L2 writing classes. Language Learning 46: 327–69.
Williams, J. (2003, October) Providing feedback on ESL students’ written assignments. The Internet TESL Journal 9(10). Retrieved on 23 November 2006 from http://iteslj.org/Techniques/Williams-Feedback.html.
Zamel, V. (1985) Responding to student writing. TESOL Quarterly 19: 79–102.
Dwyer, H. and Sullivan, H. (1993) Student preferences for teacher and computer composition marking. Journal of Educational Research 86(3): 137–41.
Ferris, D. (1995) Student reactions to teacher response in multiple-draft composition classrooms. TESOL Quarterly 29(1): 33–53.
Ferris, D. (1997) The influence of teacher commentary on student revision. TESOL Quarterly 31: 315–39.
Ferris, D. (1999) The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing 8: 1–11.
Ferris, D. (2003) Response to Student Writing: Implications for Second Language Students. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Ferris, D. and Hedgcock, J. (2005) Teaching ESL Composition: Purpose, Process, and Practice. (2nd edition.) Mahwah, New Jersey: Lawrence Erlbaum.
Goldstein, L. M. (2005) Teacher Written Commentary in Second Language Writing Classrooms. Ann Arbor: University of Michigan Press.
Hedgcock, J. and Lefkowitz, N. (1994) Feedback on feedback: Assessing learner receptivity to teacher response in L2 composing. Journal of Second Language Writing 3: 141–63.
Hyland, K. (1990) Providing productive feedback. ELT Journal 44(4): 279–85.
Hyland, K. (2003) Second Language Writing. Cambridge: Cambridge University Press.
Lerner, M. (1996) Writing Smart: Your Guide to Great Writing. New York: Random House.
Liu, J. and Sadler, R. (2003) The effect and affect of peer review in electronic versus traditional modes on L2 writing. Journal of English for Academic Purposes 2(3): 193–227.
Pennington, M. C. (2003) The impact of the computer in second language writing. In B. Kroll (ed.) Exploring the Dynamics of Second Language Writing 287–310. Cambridge: Cambridge University Press.
Semke, H. D. (1984) Effects of the red pen. Foreign Language Annuals 17: 195–202.
Sugita, Y. (2006) The impact of teachers’ comment types on students’ revision. ELT Journal 60(1): 34–41.
Truscott, J. (1996) The case against grammar correction in L2 writing classes. Language Learning 46: 327–69.
Williams, J. (2003, October) Providing feedback on ESL students’ written assignments. The Internet TESL Journal 9(10). Retrieved on 23 November 2006 from http://iteslj.org/Techniques/Williams-Feedback.html.
Zamel, V. (1985) Responding to student writing. TESOL Quarterly 19: 79–102.
Published
2010-01-16
Issue
Section
Reflections on Practice
How to Cite
Nurmukhamedov, U. (2010). Teacher Feedback on Writing: Considering the Options. Writing and Pedagogy, 1(1), 113-124. https://doi.org/10.1558/wap.v1i1.113
