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• W1553565099 abstract "Although there is a considerable body of research examining the effects of teacher written commentary on second language writers’ revision processes, scarce attention has been given to examining the larger pedagogical context in which multiple instructional, linguistic, and cognitive factors interact and affect the way students react and use varying kinds of feedback (e.g., teacher, tutor, peers) in the revision of their texts. The purpose of this ethnographic case study is to document the kinds of strategies used by two ESL students enrolled in a first-year rhetoric course at a Midwestern university when revising different writing assignments. I explore the larger pedagogical context and its influences on the students’ revision processes. In this in-depth, long term exploration of the philosophical perspectives and instructional practices of Rhetoric instructors, I document the feedback provided by a writing tutor and analyze the patterns that characterize the focal students’ revisions while also illuminating the focal students’ perspectives concerning the varying kinds of feedback they receive. I present the findings in the form of a case study and analyze the data searching for key themes that emerged from data sources that include class observations, interviews with teachers, students, and key administrative staff. I audiotaped tutoring sessions, recorded students’ revision" @default.
• W1553565099 created "2016-06-24" @default.
• W1553565099 creator A5004978586 @default.
• W1553565099 date "2018-11-29" @default.
• W1553565099 modified "2023-09-23" @default.
• W1553565099 title "Teaching, tutoring, and revision" @default.
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• W1553565099 doi "https://doi.org/10.17077/etd.ra6xmz64" @default.
• W1553565099 hasPublicationYear "2018" @default.
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