Response to Writing: A College-Wide Perspective

Schwartz, Mimi

doi:10.2307/376764

Cited by 11 publications

(10 citation statements)

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“…Comments analyzed by Schwartz (1984), Siegel (1982), and Sommers (1982) were described as conflicting, vague, prescriptive, and easily applicable across student texts. 1 Ziv's study (1984) has provided some evidence that the type of comments found by Sommers and others have negligible effects on student writing.…”

Section: Introductionmentioning

confidence: 99%

ESL student reaction to written comments on their written work

Radecki

Swales

1988

System

163

109

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Although studies of instructor response to student writing are numerous in both L1 and L2 contexts, the literature on student reaction to those comments is small in L2 research. Partly for this reason, we have examined ESL students' own preferences and views on feedback. We surveyed the attitudes of 59 students in four ESL-oriented classes. Our questionnaire elicited their opinions on the usefulness of various types of comments, the scope of teacher markings, responsibility in error marking and correction, and revision. Eight students were then selected for interview (either audio-or video-taped). The respondents can be divided into three categories, primarily according to their degrees of acceptance of revision and of teacher intervention in providing input: Receptors (46 %), Semi-resistors (41%), and Resistors (13 %). The survey revealed that as students progress from English language learners to apprentices in their chosen discipline, the more restricted is the role they assign to the language teacher.

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Section: Introductionmentioning

confidence: 99%

ESL student reaction to written comments on their written work

Radecki

Swales

1988

System

163

109

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“…Teachers' attitudes, expectations and anxiety affect the feedback impact as well [10]. The same essay satisfies one teacher, yet may annoy the other, caused by teachers' different attitudes [15]. Different expectations may also generate different treatments for student writing.…”

Section: Affective Factorsmentioning

confidence: 99%

A Critical Examination of Teacher Feedback on L2 Writing

Huo¹

2019

LICEJ

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Feedback has numerous advantages and is conductive to L2 writing teaching and learning. However, although feedback is believed to benefit ESL students and enhance their writing achievements, there are critiques that feedback has various problems and does not seem so effective. This paper examines three major problems existing in feedback in L2 writing: problems of feedback environments (i.e., cultural problems and interactional problems), problems of teachers' feedback, and problems of students' reactions to the feedback. The paper proposes the negotiations between teachers and students, teachers' awareness of contrastive rhetorics principles, and the improvement in the teachers' culturally responsive pedagogical skills, to better understand students' cultures and writing norms, to tackle global errors over local errors, to empower students to project their authentic voices, and to ensure that the teacher feedback is not in vain.

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“…Yet research focusing on the efficacy and effectiveness of teacher comments on student drafts does not take into account this social context. Often the results of such research label teacher responses as strictly mechanical, unhelpful, and confusing (Purves, 1984;Schwartz, 1984) without considering the context in which the comments were written. After examining written teacher responses on student papers, Zamel (1985) castigated teacher-responders:…”

Section: Appropriation and Social Contextmentioning

confidence: 99%

“…Furthermore, researchers suggested that in the event of teacher intervention, students either slavishly responded to teacher comments, relinquishing their authority over their texts, or they misunderstood teacher response; the resulting revisions were therefore at best no more successful than the original texts (Cardelle & Corno, 1981;Freedman, 1987;Freedman & Sperling, 1985;Purves, 1986Purves, , 1992Schwartz, 1984). Zamel (1985) noted that teachers should "no longer present ourselves as authorities but act instead as consultants, assistants, and facilitators" (p. 96).…”

Section: Introductionmentioning

confidence: 99%

Responding to ESL Students' Texts: The Myths of Appropriation

Reid¹

1994

TESOL Quarterly

124

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Responding to students' texts is central to successful composition teaching and learning, yet many ESL writing teachers are fearful that their responses to students' academic prose may appropriate student texts and thereby disempower their students. This paper reviews the historical bases for the appropriation issue in native English speaker (NES) and ESL writing classrooms, then focuses on the reasons for the development of myths of appropriation: the exclusion of the social context in writing, both in the classroom and in academic discourse communities, as well as a tendency not to differentiate intervention from appropriation. As a direct result of these myths, many teachers have stepped outside the communication processes of their students. Instead of entering the conversation of composing and drafting, instead of helping students negotiate between their interests and purposes and the experiences and intentions of their academic readers, many teachers have retreated into a hands‐off approach to student writing. This article concludes with suggestions that encourage teachers to use their roles as writing experts and cultural informants to empower students in their writing.

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Response to Writing: A College-Wide Perspective

Cited by 11 publications

References 0 publications

ESL student reaction to written comments on their written work

ESL student reaction to written comments on their written work

A Critical Examination of Teacher Feedback on L2 Writing

Responding to ESL Students' Texts: The Myths of Appropriation

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