Peer reviewedERIC Number: EJ501458
Record Type: Journal
Publication Date: 1995
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0039-8322
EISSN: N/A
Student Reactions to Teacher Response in Multiple-Draft Composition Classrooms.
Ferris, Dana R.
TESOL Quarterly, v29 n1 p33-53 Spr 1995
English-as-a-Second-Language university students in a multiple-draft composition setting were found to pay more attention to teachers' comments on preliminary drafts than on final drafts; pay most attention to comments on grammar; and consider teachers' comments helpful overall. Problems with teacher comments and implications of the study are discussed. (Contains 20 references.) (LR)
Descriptors: College Students, English (Second Language), Feedback, Foreign Students, Grammar, Higher Education, Positive Reinforcement, Prewriting, Process Education, Questionnaires, Revision (Written Composition), Second Language Instruction, Second Language Learning, Student Evaluation, Teacher Response, Teacher Student Relationship, Writing (Composition), Writing Achievement, Writing Evaluation, Writing Improvement, Writing Instruction
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
