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• W1981010062 abstract "Teacher response to student writing is a vital, though neglected, aspect of L2 composition research. The present study adds to the previous research through the development and implementation of an original analysis model, designed to examine both the pragmatic aims and the linguistic forms of teachers' written commentary. This model was used in the examination of over 1500 teacher comments written on a sample of 111 essay first drafts by 47 advanced ESL university students. It was found that the teacher changed her responding strategies over the course of two semesters, that she provided different types of commentary on various genres of writing assignments, that the amount of her feedback decreased as the term progressed, and that she responded somewhat differently to students of varying ability levels. The study raises several implications for L2 writing instruction as well as for analyses of teacher commentary." @default.
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• W1981010062 date "1997-05-01" @default.
• W1981010062 modified "2023-10-03" @default.
• W1981010062 title "Teacher commentary on student writing: Descriptions & implications" @default.
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• W1981010062 doi "https://doi.org/10.1016/s1060-3743(97)90032-1" @default.
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