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.

URL: http://www.cambridge.org/uk/catalogue/catalogue.as...

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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About

• Item ORO ID
• 5527
• Item Type
• Book Section
• ISBN
• 0-521-85663-9, 978-0-521-85663-8
• Academic Unit or School
• Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
  Faculty of Wellbeing, Education and Language Studies (WELS)
• Research Group
• Language & Literacies
• Copyright Holders
• © 2006 Cambridge University Press
• Depositing User
• Users 13 not found.