Responding to L2 students in college writing classes: Teacher perspectives

TESOL Quarterly

Volumn 45, Issue 2, 2011, Pages 207-234

  Ferris, Dana ^a   Brown, Jeffrey ^b   Liu, Hsiang ^b   Eugenia, Maria ^b   Stine, Arnaudo ^b  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b CALIFORNIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79959409265     PISSN: 00398322     EISSN: 15457249     Source Type: Journal    
DOI: 10.5054/tq.2011.247706     Document Type: Article

References (87)

1. Anson, C. M. (1989). Writing and response: Theory, practice, and research. Urbana, IL: NCTE.
2. Arndt, V. (1993). Response to writing: Using feedback to inform the writing process. In M. N. Brock & L. Walters (Eds.), Teaching composition around the Pacific Rim: Politics & pedagogy (pp. 90-116). Clevedon, England: Multilingual Matters.
3. Ashwell, T. (2000). Patterns of teacher response to student writing in a multiple draft composition classroom: Is content feedback followed by form feedback the best method? Journal of Second Language Writing, 9, 227-258. doi:10.1016/S1060-3743(00)00027-8.
4. Beason, L. (2001). Ethos and error: How business people react to errors. College Composition and Communication, 53, 33-64. doi:10.2307/359061.
5. Braine, G. (1996). ESL students in first-year writing courses: ESL versus mainstream classes. Journal of Second Language Writing, 5, 91-107. doi:10.1016/S1060-3743(96)90020-X.
6. Brannon, L., & Knoblauch, C. H. (1982). On students' rights to their own texts: A model of teacher response. College Composition and Communication, 33, 157-166. doi:10.2307/357623.
7. Caulk, N. (1994). Comparing teacher and student responses to written work. TESOL Quarterly, 28, 181-188. doi:10.2307/3587209.
8. 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.
9. Cohen, A., & Cavalcanti, M. (1990). Feedback on written compositions: Teacher and student verbal reports. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 155-177). Cambridge, England: Cambridge University Press.
10. Conference on College Composition and Communication (CCCC) (2009). Statement on second language writing and writers Retrieved from http://www.ncte.org/cccc/resources/positions/secondlangwriting.
11. Connors, R. J., & Lunsford, A. A. (1988). Frequency of formal errors in current college writing, or Ma and Pa Kettle do research. College Composition and Communication, 39, 395-409. doi:10.2307/357695.
12. Conrad, S. M., & Goldstein, L. M. (1999). ESL student revision after teacher-written comments: Text, contexts, and individuals. Journal of Second Language Writing, 8, 147-180. doi:10.1016/S1060-3743(99)80126-X.
13. Corbett, E. P. J., Myers, N., & Tate, G. (2000). The writing teacher's sourcebook (4th ed.). New York, NY: Oxford University Press.
14. Costino, K. A., & Hyon, S. (2007). ''A class for students like me'': Reconsidering relationships among identity labels, residency status, and students' preferences for mainstream or multilingual composition. Journal of Second Language Writing, 16, 63-81. doi:10.1016/j.jslw.2007.04.001.
15. 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). Cambridge, England: Cambridge University Press.
16. Ferris, D. R. (1995). Student reactions to teacher response in multiple-draft composition classrooms. TESOL Quarterly, 29, 33-53.
17. Ferris, D. R. (1997). The influence of teacher commentary on student revision. TESOL Quarterly, 31, 315-339. doi:10.2307/3588049.
18. Ferris, D. R. (1999). One size does not fit all: Response and revision issues for immigrant student writers. In L. Harklau, K. Losey, & M. Siegal (Eds.), Generation 1.5 meets college composition (p. 143-157). Mahwah, NJ: Lawrence Erlbaum.
19. Ferris, D. R. (2002). Treatment of error in second language writing classes. Ann Arbor, MI: University of Michigan Press.
20. Ferris, D. R. (2003). Response to student writing: Research implications for second language students. Mahwah, NJ: Lawrence Erlbaum.
21. Ferris, D. R. (2004). The ''grammar correction'' debate in L2 writing: Where are we, and where do we go from here? (and what do we do in the meantime...?) Journal of Second Language Writing, 13, 49-62. doi:10.1016/j.jslw.2004.04.005.
22. Ferris, D. R. (2006). Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 81-104). Cambridge, England: Cambridge University Press.
23. Ferris, D. R. (2009). Teaching college writing to diverse student populations. Ann Arbor, MI: University of Michigan Press.
24. Ferris, D. R., & Hedgcock, J. S. (2005). Teaching ESL composition: Purpose, process, and practice (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
25. Ferris, D. R., Liu, H., & Rabie, B. (2011). ''The job of teaching writing'': Teacher views on responding to student writing. Writing and Pedagogy, 3.
26. Ferris, D. R., Pezone, S., Tade, C., & Tinti, S. (1997). Teacher commentary on student writing: Descriptions and implications. Journal of Second Language Writing, 6, 155-182, doi:10.1016/S1060-3743(97)90032-1.
27. Ferris, D. R., & Roberts, B. J. (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10, 161-184. doi:10.1016/S1060-3743(01)00039-X.
28. Folse, K. S. (2008). Myth 1: Teaching vocabulary is not the writing teacher's job. In J. Reid (Ed.), Writing myths: Applying second language research to classroom teaching (pp. 1-17). Ann Arbor, MI: University of Michigan Press.
29. Glenn, C., & Goldthwaite, M. A. (2008). The St. Martin's guide to teaching writing (6th ed.). Boston, MA: Bedford/St. Martin's.
30. Goldstein, L. (2001). For Kyla: What does the research say about responding to ESL writers? In T. Silva & P. K. Matsuda (Eds.), On second language writing (pp. 73-90). Mahwah, NJ: Lawrence Erlbaum.
31. Goldstein, L. (2005). Teacher written commentary in second language writing classrooms. Ann Arbor, MI: University of Michigan Press.
32. Goldstein, L., & Conrad, S. (1990). Student input and the negotiation of meaning in ESL writing conferences. TESOL Quarterly, 24, 443-460. doi:10.2307/3587229.
33. Hairston, M. (1986). On not being a composition slave. In C. W. Bridges (Ed.), Training the new teacher of college composition (pp. 117-124). Urbana, IL: NCTE.
34. Harklau, L., Losey, K., & Siegal, M. (Eds.) (1999). Generation 1.5 meets college composition: Issues in the teaching of writing to U.S.-educated learners of ESL. Mahwah, NJ: Lawrence Erlbaum.
35. Hedgcock, J., & Lefkowitz, N. (1994). Feedback on feedback: Assessing learner receptivity in second language writing. Journal of Second Language Writing, 3, 141-163. doi:10.1016/1060-3743(94)90012-4.
36. Hedgcock, J., & Lefkowitz, N. (1996). Some input on input: Two analyses of student response to expert feedback on L2 writing. Modern Language Journal, 80, 287-308. doi:10.2307/329437.
37. Holten, C. (2009). Creating an interdepartmental course for Generation 1.5 writers: Challenges faced and lessons learned. In M. Roberge,M. Siegal, & L.Harklau (Eds.), Generation 1.5 in college composition (pp. 170-184). New York, NY: Routledge.
38. Hyland, F. (1998). The impact of teacher-written feedback on individual writers. Journal of Second Language Writing, 7, 255-286. doi:10.1016/S1060-3743(98)90017-0.
39. Hyland, F., & Hyland, K. (2001). Sugaring the pill: Praise and criticism in written feedback. Journal of Second Language Writing, 10, 185-212. doi:10.1016/S1060-3743(01)00038-8.
40. Hyland, K., & Hyland, F. (Eds.). (2006). Feedback in second language writing: Contexts and issues. Cambridge, England: Cambridge University Press.
41. Jacobs, G. M., Curtis, A., Braine, G., & Huang, S. (1998). Feedback on student writing: Taking the middle path. Journal of Second Language Writing, 7, 307-318. doi:10.1016/S1060-3743(98)90019-4.
42. Knoblauch, C. H., & Brannon, L. (2006). Introduction: The emperor (still) has no clothes-revisiting the myth of improvement. In R. Straub (Ed.), Key works on teacher response (pp. 1-16). Portsmouth, NH: Boynton/Cook Heinemann.
43. Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage.
44. Lee, I. (2008). Understanding teachers' written feedback practices in Hong Kong secondary classrooms. Journal of Second Language Writing, 17, 69-85. doi:10.1016/j.jslw.2007.10.001.
45. Lee, I. (2009a). Feedback revolution: What gets in the way? ELT Journal Advance online publication. doi:10.1093/elt/ccp028
46. Lee, I. (2009b). Ten mismatches between teachers' beliefs and written feedback practice. ELT Journal, 63, 13-22. doi:10.1093/elt/ccn010.
47. Leki, I. (1990a). Coaching from the margins: Issues in written response. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 57-68). Cambridge, England: Cambridge University Press.
48. Leki, I. (1990b). Potential problems with peer responding in ESL writing classes. CATESOL Journal, 3, 5-19.
49. Leki, I. (1991). The preferences of ESL students for error correction in college-level writing classes. Foreign Language Annals, 24, 203-218. doi:10.1111/j.1944-9720.1991.tb00464.x.
50. Liu, J., & Hansen, J. (2002). Peer response in second language writing classrooms. Ann Arbor, MI: University of Michigan Press.
51. Lockhart, C., & Ng, P. (1995). Analyzing talk in ESL peer response groups: Stances, functions, and content. Language Learning 45: 605-655. doi:10.1111/j.1467-1770.1995.tb00456.x.
52. Lunsford, A. A. (2009). The everyday writer (4th ed.). Boston, MA: Bedford/St. Martin's.
53. Lunsford, A. A., & Lunsford, K. J. (2008). Mistakes are a fact of life: A national comparative study. College Composition and Communication, 59, 781-806.
54. Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and Design. Mahwah, NJ: Lawrence Erlbaum.
55. Mangelsdorf, K. (1992). Peer reviews in the ESL composition classroom: What do the students think? ELT Journal, 46, 274-284. doi:10.1093/elt/46.3.274.
56. Matsuda, P. K. (2006). Second-language writing in the twentieth century: A situated historical perspective. In P. K. Matsuda, M. Cox, J. Jordan, & C. Ortmeier-Hooper (Eds.), Second-language writing in the composition classroom (pp. 14-30). Boston, MA: Bedford/St. Martin's.
57. Matsuda, P. K., Cox, M., Jordan, J., & Ortmeier-Hooper, C. (Eds.). (2006). Second language writing in the composition classroom. Boston, MA: Bedford/St. Martin's.
58. Mendonça, C. O., & Johnson, K. E. (1994). Peer review negotiations: Revision activities in ESL writing instruction. TESOL Quarterly, 28, 745-769. doi:10.2307/3587558.
59. Merriam, S. B. (1991). Case study research in education: A qualitative approach. San Francisco, CA: Jossey-Bass.
60. Montgomery, J. L., & Baker, W. (2007). Teacher-written feedback: Student perceptions, teacher self-assessment, and actual teacher performance. Journal of Second Language Writing, 16, 82-99. doi:10.1016/j.jslw.2007.04.002.
61. Moxley, J. (1989). Responding to student writing: Goals, methods, alternatives. Freshman English News, 17 (Spring), 3-4, 9-10.
62. Nelson, G. L., & Murphy, J. M. (1992). An L2 writing group: Task and social dimensions. Journal of Second Language Writing, 1: 171-193.
63. Nelson, G. L., & Murphy, J. M. (1993). Peer response groups: Do L2 writers use peer comments in revising their drafts? TESOL Quarterly, 27, 135-142. doi:10.2307/3586965.
64. Ortmeier-Hooper, C. (2008). English may be my second language-but I'm not ''ESL.'' College Composition and Communication, 59, 389-419.
65. Patthey-Chavez, G. G., & Ferris, D. R. (1997). Writing conferences and the weaving of multi-voiced texts in college composition. Research in the Teaching of English, 31, 51-90.
66. Radecki, P., & Swales, J. (1988). ESL student reaction to written comments on their written work. System, 16. 355-365. doi:10.1016/0346-251X(88)90078-4.
67. Ramanathan, V., & Atkinson, D. (1999). Ethnographic approaches and methods in L2 writing research: A critical guide and review. Applied Linguistics, 20, 44-70. doi:10.1093/applin/20.1.44.
68. Reid, J. M. (1994). Responding to ESL students' texts: The myths of appropriation. TESOL Quarterly, 28, 273-292. doi:10.2307/3587434.
69. Reynolds, D., Bae, K.-H., & Wilson, J. (2009). Individualizing pedagogy: Responding to diverse needs in freshman composition for non-native speakers. In M. Roberge, M. Siegal, & L. Harklau (Eds.), Generation 1.5 in college composition (pp. 185-202). New York, NY: Routledge.
70. Roberge, M., Siegal, M., & Harklau, L. (Eds.). (2009). Generation 1.5 in college composition. New York: Routledge.
71. Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of educational research, 66, 181-221.
72. Santa, T. (2006). Dead letters: Error in composition, 1873-2004. Cresskill, NJ: Hampton Press.
73. Schuemann, C. M. (2008). Myth 2: Teaching citation is someone else's job. In J. Reid (Ed.), Writing myths: Applying second language research to classroom teaching (pp. 18-40). Ann Arbor, MI: University of Michigan Press.
74. Segade, G. (2004). Review of the book Response to student writing, by D. R. Ferris Retrieved from http://www.writingproject.org/cs/nwpp/lpt/nwpr/1990
75. Shaughnessy, M. (1977). Errors and expectations: A guide for the teacher of basic writing. Oxford, England: Oxford University Press.
76. Smagorinsky, P. (2006). Research on composition: Multiple perspectives on two decades of change. New York, NY: Teachers College Press.
77. Sommers, N. (1982). Responding to student writing. College Composition and Communication, 33, 148-156. doi:10.2307/357622.
78. Sommers, N. (2006). Re-visions: Rethinking Nancy Sommers's ''Responding to student writing,'' 1982. College Composition and Communication, 58, 246-256.
79. Straub, R. (1999). A sourcebook for responding to student writing. Creskill, NJ: Hampton Press.
80. Straub, R. (2006). Key works on response: An anthology. Portsmouth, NH: Heinemann.
81. Straub, R., & Lunsford, R. F. (1995). Twelve readers reading: Responding to college student writing. Creskill, NJ: Hampton Press.
82. Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46, 327-369. doi:10.1111/j.1467-1770.1996.tb01238.x.
83. Truscott, J. (2007). The effect of error correction on learners' ability to write accurately. Journal of Second Language Writing, 16, 255-272. doi:10.1016/j.jslw.2007.06.003.
84. White, E. M. (2006). Assigning, responding, evaluating: A writing teacher's guide (4th ed.). New York, NY: Bedford/St. Martin's.
85. Zamel, V. (1985). Responding to student writing. TESOL Quarterly, 19, 79-102. doi:10.2307/3586773.
86. Zhang, S. (1995). Reexamining the affective advantage of peer feedback in the ESL writing class. Journal of Second Language Writing, 4, 209-222. doi:10.1016/1060-3743(95)90010-1.
87. Zhang, S. (1999). Thoughts on some recent evidence concerning the affective advantage of peer feedback. Journal of Second Language Writing, 8, 321-326. doi:10.1016/S1060-3743(99)80119-2.