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.
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.
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