Response To Student Writing: Implications for Second Language Students
Response to Student Writing: Implications for Second Language Students by Dana R. Ferris, published by Routledge on February 1, 2003, is a comprehensive exploration of the literature surrounding feedback on the writing of second language learners. This 216-page volume synthesizes research findings and discusses their implications for teaching practices, particularly in the areas of written and oral commentary, error correction, and peer response facilitation.
Readers will find numerous examples of student texts alongside teacher commentary, as well as figures and appendices that summarize key research findings and present sample lessons. The book emphasizes the importance of effective response strategies in teaching second language writing, making it a practical resource for L2 composition researchers, in-service and preservice teachers of ESOL/EFL writers, and teacher educators. Through its critical analysis and practical applications, this edition serves as a valuable guide for those engaged in the complexities of responding to student writing and teaching composition.
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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.
Response to student writing–whether it takes the form of teachers’ written feedback on content, error correction, teacher-student conferences, or peer response–is an extremely important component of teaching second language writing. Probably no single activity takes more teacher time and energy. Response to Student Writing is a valuable theoretical and practical resource for those involved in this crucial work, including L2 composition researchers, in-service and preservice teachers of ESOL/EFL writers, and teacher educators preparing graduate students for the teaching of writing.
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