Response to Student Writing: Implications for Second Language Students

Response to Student Writing: Implications for Second Language Students

Response to Student Writing: Implications for Second Language Students

Response to Student Writing: Implications for Second Language Students

Synopsis

This volume synthesizes and critically analyzes the literature on response to the writing of second language students, and discusses the implications of the research for teaching practice in the areas of written and oral teacher commentary on student writing, error correction, and facilitation of peer response. The book features numerous examples of student texts and teacher commentary, as well as figures and appendices that summarize research findings and present sample lessons and other teaching materials. It is thus simultaneously comprehensive in its approach to the existing research and highly practical in showing current and future teachers how this material applies to their everyday endeavors of responding to student writing and teaching composition classes.

Excerpt

The purpose of this volume is to synthesize and critically analyze the literature on response to the writing of second language (L2) students and to discuss the implications of the research for teaching practice in the critical areas of written and oral teacher commentary, error correction, and peer response.

The primary goal of this book is to present current theoretical perspectives on response. Thus, one important target audience group is researchers in L2 composition who are concerned with one or more aspects of response to student writing. Composition researchers who are interested in the contrast between first language (L1) and L2 writers may also find the book of value. Because the book, though researchbased, is of an essentially practical nature, in-service and pre-service teachers of ESOL/EFL writers should find the book useful as well, especially the pedagogical section (chaps. 6–8). Finally, teacher educators concerned with preparing graduate students for the teaching of writing will find the book to be an important resource on a crucial topic. This book can serve as a supplementary text for courses in “Teaching ESL Composition, ” “Second Language Writing Theory/Analysis of L2 Written Texts, ” or practica that include writing components.

This book should have considerable value for both practical and theoretical purposes. Response to student writing—whether it takes the form of teachers' written commentary on student content, error correction, teacher–student conferences, or peer response—is an extremely important component of the endeavor of teaching L2 writing. Probably no single activity takes more teacher time and energy. Peer re-

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