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Formative interaction in online writing: making disciplinary expectations explicit

Hewings, Ann and Coffin, Caroline (2006). Formative interaction in online writing: making disciplinary expectations explicit. In: Hyland, Ken and Hyland, Fiona eds. Feedback in Second Language Writing: contexts and issues. Cambridge Applied Linguistics. Cambridge, UK: Cambridge University Press.

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Abstract

About the book: How to provide appropriate feedback to students on their writing has long been an area of central significance to teachers and educators. Feedback in Second Language Writing: Context and Issues provides scholarly articles on the topic by leading researchers, who explore topics such as the socio-cultural assumptions that participants bring to the writing class; feedback delivery and negotiation systems; and the role of student and teacher identity in negotiating feedback and expectations. This text provides empirical data and an up-to-date analysis of the complex issues involved in offering appropriate feedback during the writing process.

Item Type: Book Chapter
Copyright Holders: 2006 Cambridge University Press
ISBN: 0-521-85663-9, 978-0-521-85663-8
Academic Unit/Department: Education and Language Studies > Centre for Language and Communication
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 5527
Depositing User: Users 13 not found.
Date Deposited: 16 Oct 2006
Last Modified: 28 Nov 2013 22:29
URI: http://oro.open.ac.uk/id/eprint/5527
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