Responding to Student Writing

“Some might claim that this finding constitutes an argument against making these types of comments at all, as the students clearly paid attention to them and perhaps focused prematurely on form (Sommers, 1982; Truscott, 1996; Zamel, 1985).”

“ness in both the Ll (Hillocks, 1986; Sommers, 1982) and the L2 contexts (Semke, 1984; Zamel, 1985), blaming either the vague, “rubber-stamp” quality of the comments or the reliance on error correction as the primary feedback type (Semke, 1984; Truscott, 1996) that has resulted in negative student attitudes toward and…”

“global’’ issues (Zamel, 1985), and ‘‘high order vs.”

“In support of the above LI research, researchers in L2 instructional settings argue that the peer interactions that occur during peer reviews represent an important component of effective L2 writing instruction (Kroll, 1991; Leki, 1990; Mangelsdorf, 1989; Mangelsdorf & Schlumberger, 1992; Mittan, 1989; Zamel, 1985).”

“Much of the literature suggests that the very act of conferencing (see, for example, Carnicelli, 1980; Zamel, 1985) leads students to contribute input: setting the agenda, making their needs known, expressing their ideas and opinions, and asking questions and clarifying meaning.”

“motivating, specific, encouraging, and clear? How do I ensure that students attend to and effectively learn from the feedback I provide or facilitate? Am I doing more work than my students are? How do I manage the time and energy demands the response task places upon me? Despite these selfdoubts, few writing instructo…”

“My own investigation (Zamel, 1985) of ESL teachers' responses likewise reflects a concern with rhetorical forms and uniform”

“(1983, 1985, 1986, 1987), Spack (1984), Taylor (1981), Zamel (1982, 1983, 1985, 1987), and many others have had a tremendous impact on the development of what may be called the L2 writing process movement during the 1980s (see Krapels, 1990; Silva, 1993; Susser, 1994).”

“…as 1980s L1 and L2 composition theorists argued, damaging to student writers (e.g., Brannon & Knoblauch, 1982; Sommers, 1982; Sperling & Freedman, 1987; Zamel, 1985); and that all writing teachers must struggle to find the correct balance between intervention (helpful) and appropriation (harmful).”

“sponse are still common among L2 apprentice writers (Hedgcock & Lefkowitz, 1994; Leki, 1991; Jones, 1985; Masny & Foxall, 1993; Radecki & Swales, 1988; Rose, 1985; Zamel, 1985).”

“It is recommended that teachers give clear, concrete and text-specific comments, including both praise and constructive criticism (Goldstein, 2004; Hyland & Hyland, 2001; Zamel, 1985), but more importantly do so through engaging with students and building relationships with them, giving helpful intervention to avoid a…”

“In contrast, in traditional composition classes, instructor feedback has often been largely aimed at matters of form and style rather than of substance and organization (e.g., Sommers, 1982; Zamel, 1985).”

“…practitioners have had to depend on research from writing in English as a first language (L1; e.g., Emig, 1971; Hunt, 1965) or English as a Second Language (ESL; e.g., Raimes, 1979; Zamel, 1976, 1985, 1987) when developing instructional procedures for teaching second language (L2) writing.”

“Fathman and Whalley (1990) disagreed with Zamel (1985), stating that emphasizing grammar might not have a negative influence on the content after all.”

“writing in English, French, and Japanese (Jenkins & Hinds, 1987); the tevising and composing strategies of young children learning to write in English (Urzua, 1987); responses to student writing (Zamel, 1985); the canposing processes of advanced ESL students (Zamel, 1983); cultural differences in the twganization of a…”

“It is, therefore, suggested that teachers should explain their responding behavior to their students (Zamel, 1985).”

“However, investigations into processing behaviour (e.g., Zamel, 1983, 1985; Raimes, 1985; Arndt, 1987), which typically are based on small numbers of subjects in uncontrolled research contexts and use verbalization or observation methods, may be limited in their power to expose generalizable…”

“Unlike Zamel (1985), Yates and Kenkel claimed that L2 writing instruction could not be separated from L2 language instruction and, therefore, that L2 writing instructors should emphasize surface-level corrections.”

“Feedback, when approached from the process approach to writing (e.g. Ferris 1997; Leki 1991; Zamel 1985) and sociocultural theory (Vygotsky 1978), plays an important role in assisting learners to detect various issues in writing, sca ff old each other and re fi ne and draft their writing.”

“Researchers advocating this shift suggest that the corrector or writing instructor should enter into the process of writing with the writer or student to the extent physical and administrative conditions allow (Allwright, Woodley, & Allwright, 1988; Buckingham, 1979; Carnicelli, 1980; Chaudron, 1987; Cohen, 1983; Hill…”

“Among these products have been transcripts of processes-or protocols-of writers commenting on their own writing (Flower & Hayes, 1981), analyses of students' revisions of their own writing (Beach, 1976; Bridwell, 1980; Sommers, 1980; Zamel, 1983), and studies of teacher comments on student writing (Zamel, 1985).”

“Looking at L2 teacher feedback, she found that the teachers in her study were responding to their students as language learners rather than apprentice writers and saw their texts “as final product to be edited” (Zamel 1985: 91).”

“Somehow less experienced writers tend to view writing as merely the print code itself which may be due to the fact that teachers often emphasize surface features in their evaluations (Zamel 1985).”

“…& Hinds, 1987); the revising and composing strategies of young children learning to write in English (Urzua, 1987); responses to student writing (Zamel, 1985); composing processes and ESL students (Krapels,1990; Zamel,1983); reading and 4 A thorough overview of the place of writing instruction…”

“…popular tools in writing instruction in L1 settings (Jacobs & Karliner, 1977; Murray, 1979, 1985; Carnicelli, 1980; Rose, 1982; Simmons, 1984; Zamel, 1985; Sokmen, 1988; Wong, 1988; Sperling, 1990), and recently, this approach has started to become popular in L2 situations as well (Goldstein…”

“Though teachers are often encouraged to provide commentary in question form, both to stimulate students’ thinking process and to avoid appropriating students’ texts (Sommers op. cit.; Zamel 1985), ESL students have commented that their instructors’ questions sometimes confuse them ( Ferris 1995 ).”

“Although students' concern with language use appears to be ge erally high, they rarely comment on this aspect, partly because they may not ye feel confident about grammar and vocabulary and perhaps partly because they may think it is t e teacher's job to correct errors (Hedgcock & Lefkowitz, 1992; Radecki & Swales, 19…”

“Often their previous experience as language students has left them with a repertoire of feedback techniques of very limited range: a grade alone, a grade plus general vague comments such as "good," "unclear," or "awkward," or a more or less detailed marking or even correcting of all surface errors (Zamel, 1985):”

“This affirms with previous studies, for instance, Zamel (1985) and Connors and Lunsford (1993), cited in Hyland and Hyland (2006) also claim that teachers‟ feedback on error is often incomplete, arbitrary and inaccurate and this problem often causes them to ignore or delete the errors to avoid the…”

“Local or global feedback (Hedgcock & Lefkowitz, 1994, Zamel, 1985), peer or self-evaluation (Ferris & Hedgcock, 2005), and direct or indirect error feedback (Saito, 1994) have all been shown to contribute significantly to students’ perceptions of teacher feedback practices.”