Patterns of Teacher Response to Student Writing in a Multiple-Draft Composition Classroom: Is Content Feedback Followed by Form Feedback the Best Method? (original) (raw)

2000, Journal of Second Language Writing

In this study, four different patterns of teacher feedback were given to foreign language students producing a first draft (D1), a second draft (D2), and a final version (D3) of a single composition. The pattern usually recommended within a process writing approach of content-focussed feedback on D1 followed by form-focussed feedback on D2 was compared with the reverse pattern, another pattern in which form and content feedback were mixed at both stages, and a control pattern of zero feedback. It was found that the recommended pattern of feedback did not produce significantly different results from the other two patterns in which feedback was given in terms of gains in formal accuracy or in terms of content score gains between D1 and D3. A post-hoc analysis of changes made by students revealed that students may have relied heavily on form feedback and that content feedback had only a moderate effect on revision. Explanations for these findings are put forward and the implications for the classroom are drawn. Advocates of a process writing approach to second language writing pedagogy have made various suggestions about the best ways teachers can respond to their students' writing. One of these suggestions is that teachers should attend to content in preliminary drafts before switching to focus on form on later drafts. The supposition is that by doing so the teacher can encourage revision (making large-scale changes to content) on early drafts before helping the student with editing (making small-scale changes to form) on the final draft. One assumption is perhaps that focussing on form too early in the writing process can dissuade students from revising their texts. Another assumption is

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