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Full-Text Articles in Education
Efl College Students’ Experiences And Attitudes Towards Teacher-Student Writing Conferences, Chun-Chun Yeh
Efl College Students’ Experiences And Attitudes Towards Teacher-Student Writing Conferences, Chun-Chun Yeh
Journal of Response to Writing
A substantial body of research has demonstrated the important role of providing feedback in students’ writing development. Among the various feedback methods, the teacher-student writing conference has often been rated by learners as the most beneficial to writing development, but research on English as a Foreign Language (EFL) students’ perceptions of writing conferences is scant. Aiming to investigate students’ experiences and attitudes towards writing conferences, this study collected data through questionnaires and individual interviews with 34 EFL students from 2 college English writing classes. Findings suggested that the students held high expectations and gave high ratings on the helpfulness and …
Providing Sustained Support For Teachers And Students In The L2 Writing Classroom Using Writing Fellow Tutors, Katherine Daily O'Meara
Providing Sustained Support For Teachers And Students In The L2 Writing Classroom Using Writing Fellow Tutors, Katherine Daily O'Meara
Journal of Response to Writing
This study presents a piloted second language (L2) writing tutor (L2WT) internship program as a way to provide supplemental, sustained writing fellow- style support to L2 writers and classroom teachers in multilingual firstyear composition (FYC) courses in a large U.S. university within the span of one semester. The major facet of the internship program was the tutors’ response to student writing in a one-to-one context for each major essay assignment. The presence and needs of second language writing students in the writing classroom have been clearly articulated in relevant research, but what is less known is how to devise successful …
Compassionate Writing Response: Using Dialogic Feedback To Encourage Student Voice In The First-Year Composition Classroom, Tialitha Macklin
Compassionate Writing Response: Using Dialogic Feedback To Encourage Student Voice In The First-Year Composition Classroom, Tialitha Macklin
Journal of Response to Writing
In addition to other unfortunate circumstances, teacher response that comes in the form of negative, generic, and unintelligible commentary causes students to become alienated from writing. This problematic response often results from the lack of supportive student-centered response pedagogies within the first-year composition classroom. In an attempt to prevent additional writerly estrangement and to undo students’ isolation from the writing process, this article explores Marshall Rosenberg’s nonviolent communication theory as a potential framework for a dialogic, compassionate writing response pedagogy.
Review Of Esl Writers: A Guide For Writing Center Tutors (2nd Edition), Noel Bruening
Review Of Esl Writers: A Guide For Writing Center Tutors (2nd Edition), Noel Bruening
Journal of Response to Writing
“English can be both amusing and treacherous,” notes Ben Rafoth, coeditor of ESL Writers: A Guide for Writing Center Tutors. Together with coeditor Shanti Bruce and dozens of other English, composition, and English as a Second Language (ESL) teachers and academics, this book presents the enjoyment and obstacles that tutors and tutees face. The 16 chapters cover a variety of ESL students: international, Generation 1.5, graduates of U.S. high schools, and professionals. In addition, this guide “also discusses differences in tutoring styles in various settings—for instance, with undergrads, peers, grad students, and instructors— as well as variations” also lays out …