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Way beyond the red pen: Marking and feedback

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Bob Mayberry, Against Marking. The Effects of Written Comments on the Quality of Student Compositions and the Learning of Content., Reading Psychology, 1987. Effective Faculty Feedback: The Road Less Traveled, Assessing Writing, 2006. Grading papers may be one of the most stressful, most time consuming, and least rewarding activities in which professors engage.

Effective Faculty Feedback: The Road Less Traveled, Assessing Writing, 2006

Although effective grading techniques for papers have been widely researched, especially within the "Writing" or "English" scholarly arenas, has this information been put into practice? The goals of this paper are two-fold: (1) to replicate and extend Connor and Lunsford's [Connors, R. J., & Lunsford, A. A. (1993). "Teachers' rhetorical comments on student papers. " Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Beyond the Red Pen: Clarifying Our Role in the Response Process., English Journal, 2000. Instructor Feedback Writ Large 3. Favorite Feedback: Fact and Fiction. Learn more from the full study.

Favorite Feedback: Fact and Fiction

Receive the full list of findings and analyses on student perception of the format, technology, and types of feedback they receive. Download the White Paper Understand what effective feedback means to your students Get a printable version of the infographic and get a bonus survey to share with your students to better identify what types of feedback they think would improve their work. Download the PDF Share your students’ voices. Turnitin is launching a more detailed study in the spring of 2015 to better understand how students respond to feedback. Link to Student Survey. Writing Conferences and the Weaving of Multi-Voiced Texts in College Composition., Research in the Teaching of English, 1997. Book Review: <i>Response to Student Writing</i>, by Dana R. Ferris.

By: Gabriela Segade Publication: The Quarterly, Vol. 26, No. 3 Date: 2004 Summary: Segade reviews Dana R.

Book Review: <i>Response to Student Writing</i>, by Dana R. Ferris

Ferris's Response to Student Writing, which surveys the research on teacher response to second-language writing and discusses how the findings translate into classroom principles and practices. Few things cause me more anxiety than waking up to a full set of essays, knowing I must read and respond. This is not just because responding is the most time-consuming activity in writing pedagogy. The seemingly infinite number of unknown factors in responding makes it an extremely complex exercise as well. Given the amount of effort and time that goes into responding, it is imperative that we find response practices that make sense and learn how to change those that don't.

Perhaps the most controversial position Ferris takes is that teachers need not save error correction until the final stages of the writing process. Will reading Ferris change my practice? Fathman, A., and E. Building Editing Skills: Putting Students at the Center for the Editing Process., New Directions for Teaching and Learning, 1997. Raising the Linguistic Accuracy Level of Advanced L2 Writers with Written Corrective Feedback, Journal of Second Language Writing, 2010-Dec. This article presents the findings of a study that investigated (1) the extent to which written corrective feedback (CF) can help advanced L2 learners, who already demonstrate a high level of accuracy in two functional uses of the English article system (the use of "a" for first mention and "the" for subsequent or anaphoric mentions), further increase that level of accuracy; and (2) the extent to which there may be a differential effect for different types of feedback on any observed improvement.

Raising the Linguistic Accuracy Level of Advanced L2 Writers with Written Corrective Feedback, Journal of Second Language Writing, 2010-Dec

Sixty-three advanced L2 learners at a university in the USA formed a control group and three treatment groups: (1) those who received written meta-linguistic explanation; (2) indirect circling of errors; and (3) written meta-linguistic feedback and oral form-focused instruction. On three occasions (pre-test, immediate post-test, delayed post-test) the participants were asked to describe what was happening in a picture of a different social setting. (Ch. 3): Corrective Feedback, Individual Differences and Second Language Learning. The Efficacy of Various Kinds of Error Feedback for Improvement in the Accuracy and Fluency of L2 Students Writing., Journal of Second Language Writing, 2003. Advice for teaching ESL Writers. Helping Non-Native Speakers - Typical ESL Problems More than half of the students enrolled at CSULA are non-native speakers of English.

Advice for teaching ESL Writers

While many non-native speakers become very fluent in spoken English, writing in English often remains challenging. Non-native speakers have problems with features of the language that never trouble native-speakers. For example, until recently, most standard handbooks did not even address problems with articles or prepositions, because native-speakers rarely get them wrong. These are major problem areas for ESL students, however. Download this pdf for more information. Helping ESL Students Improve their Writing More than 50% of CSLA students are non-native speakers of English. Download this pdf for more information. Articles about Teaching Writing Good Assignments: A How-To Guide What do you want students to learn?

Download this pdf for more information. Download this pdf for more information. Download this pdf for more information. What is an "A" Paper?