The case for grammar correction in L2 writing classes: A response to truscott (1996)

Journal of Second Language Writing

Volumn 8, Issue 1, 1999, Pages 1-11

  Ferris, Dana ^a,b  

^a CALIFORNIA STATE UNIVERSITY   (United States)

^b NONE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0013051155     PISSN: 10603743     EISSN: None     Source Type: Journal    
DOI: 10.1016/S1060-3743(99)80110-6     Document Type: Article

References (22)

1. Bates, L., Lane, J., & Lange, E. (1993). Writing clearly: Responding to ESL compositions. Boston: Heinle & Heinle.
2. Cardelle, M., & Corno, L. (1981). Effects on second language learning of variations in written feedback on homework assignments. TESOL Quarterly, 15, 251-261.
3. Cohen, A. (1987). Student processing of feedback on their compositions. In A.L. Wenden & J. Rubin (Eds.), Learner strategies in language learning (pp. 57-69). Englewood Cliffs, NJ: Prentice-Hall.
4. Ellis, R. (1998). Teaching and research: Options in grammar teaching. TESOL Quarterly, 32, 39-60.
5. Fathman, A., & Whalley, E. (1990). Teacher response to student writing: Focus on form versus content. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 178-190). New York: Cambridge University Press.
6. Ferris, D.R. (1995a). Can advanced ESL students be taught to correct their most serious and frequent errors? CATESOL Journal, 8, 41-62.
7. _. (1995b). Student reactions to teacher response in multiple-draft composition classrooms, TESOL Quarterly, 29, 33-53.
8. _. (1995c). Teaching ESL composition students to become independent self-editors. TESOL Journal, 4(4), 18-22.
9. _. (1997). The influence of teacher commentary on student revision. TESOL Quarterly, 32, 315-339.
10. Ferris, D.R., Harvey, H., & Nuttall, G. (1998, March). Assessing a joint training project: Editing strategies for ESL teachers and students. Paper presented at the American Association for Applied Linguistic Conference, Seattle, WA.
11. Ferris, D., & Hedgcock, J.S. (1998). Teaching ESL composition: Purpose, process, & practice. Mahwah, NJ: Lawrence Erlbaum Associates.
12. Hedgcock, J., & Lefkowitz, N. (1994). Feedback on feedback: Assessing learner receptivity to teacher response in L2 composing. Journal of Second Language Writing, 3, 141-163.
13. Kepner, C.G. (1991). An experiment in the relationship of types of written feedback to the development of second-language writing skills. Modern Language Journal, 75, 305-313.
14. Lalande, J.F. II (1982). Reducing composition errors: An experiment. Modern Language Journal, 66, 140-149.
15. Leki, I. (1991). The preferences of ESL students for error correction in college-level writing classes. Foreign Language Annals, 24, 203-218.
16. Radecki, P., & Swales, J. (1988). ESL student reaction to written comments on their written work. System, 16, 355-365.
17. Reid, J. (1997). Responding to ESL student language problems: Error analysis and revision plans. In J.M. Reid and P. Byrd, Grammar in the composition classroom (pp. 118-137). Boston: Heinle & Heinle.
18. Robb, T., Ross, S., & Shortreed, I. (1986). Salience of feedback and its effect on EFL writing quality. TESOL Quarterly, 20, 83-93.
19. Silva, T. (1990). Second language composition instruction: Developments, issues, and directions in ESL. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 11-23). New York: Cambridge University Press.
20. Semke, H.D. (1984). The effects of the red pen. Foreign Language Annals, 17, 195-202.
21. Sheppard, K. (1992). Two feedback types: Do they make a difference? RELC Journal, 23, 103-110.
22. Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46, 327-369.