Definition Of Written Corrective Feedback

This essay is written in response to Nancy Sommers’ article “Revision Strategies of Student Writers and Experienced Adult Writers” in order to summarize the stark differences in revision between inexperienced, student writers and experienced, adult writers, and to complement it with my own personal revelations and opinions of her theory. Sommers begins by comparing two modern paradigms of writing, describing both as moving from discrete stages, before concluding that they are too linear by design. This forms the basis of Sommers’ argument that the act of revision is entirely present throughout writing and not mere linguistic “corrections” edited in as afterthoughts. She expands upon this argument by detailing the contrast between speech and writing: “The spoken word cannot be revised. The possibility of revision distinguishes written text from speech.”

According to (Crimmins, Nash, Oprescu, liebergreen, Turly, Bond and Dayton 2014) forming a written, reflective and dialogic feedback (WRDF) is a use to nurture student teacher relationship in ways that can enhance the learning process. The strategy serves an integral role in enhancing feedback practices and supporting students. The WRDF stagey have a positively impact student and teacher experience of the feedback process. In addition, enhancing student learning and foster dialogue between students and teachers (Crimmins et 2014). Authoritative teacher is the type that would be honest on their feedback if the student's paper still need improvement; in a positive way where the student feels motivated and empower to writing a good paper. Feedbacks also creates a connection between teacher and student to get know one another.

This can show vocabulary words that they have learned, concepts they have mastered, or subjects that they have studied. The teacher can refer back to these lists regularly to reinforce new concepts and build on old ideas. Specific feedback can be integrated into classroom discussions or on student papers, explaining problems or elaborating further on an idea that the student has learned. Immediate feedback can be critical because it can alter the course of the student’s thinking before they become more confused. The teacher who is observant can correct misinformation or misconceptions quickly to avoid further problems in the student’s learning process. This can be a result of classroom discussions, question and answer sessions, and call and response methods. All forms of feedback have benefits and when used together can create a cohesive picture of the student’s abilities and success. Instructional feedback for students can have several benefits ranging from motivating the student to achieve more to helping them develop more refined metacognition and also possibly giving the student a sense of control over their own educational success (Malley, 1994).

Error is something that is prominent in our daily lives. It is a natural occurrence from which we as humans tend to learn from. When the question of error in writing is provoked, things are not as simple given the fact that the, “Lack of clarity about errors contradicts what is perhaps the most common belief about error in writing, namely, that errors are simply “wrong”(Lu & Horner 189). Min-Zhan Lu and Bruce Horner are English professors at the University of Louisville, who are also co-authors of Writing Conventions. In this textbook, Lu and Horner define error from many different perspectives.Throughout the chapter pertaining to error, there is supporting evidence to back up each position on what the definition of error is. In the writing,

Giving constructive feedback is crucial; without it learners cannot learn (Rogers, 2004). When used to emphasise progress rather than failure, it motivates learners, building confidence and enabling them to recognise mistakes as part of a process that brings them closer to their learning goals. It can help both teacher and student to identify further learning opportunities or action to be taken.

To improve my writing based on the online tools feedback and analysis I will engage in more reading and writing. The first point of reference is to utilise text book such as the Communication Skills Toolkit: Unlocking the Secrets of Tertiary Success by Grellier and Goerke (2010). In addition The Little Red Writing Book: Better Sentences (n.d.) offers another medium for writing effective sentences. The benefits of The Little Red Writing Book entail sentence structure, punctuation, and grammar and syntax where at the end of each section, there are activities for practice. Furthermore, text books and tutor’s notation for required discipline will enhance my learning in reading and writing.

The book How to Not Write Bad: The Most Common Writing Problems and the Best Ways to Avoid Them, by Ben Yagoda, focuses on teaching readers how to eliminate errors in their writing. To engage the readers, the author uses examples from his own students’ writing. By showing other students’ mistakes, Yagoda creates a mood of reassurance for the readers and tells his audience that everyone can make grammatical errors. This allows him to easily touch on a range of areas with an attentive audience. The topics are diverse with interesting topic titles, which help spark the reader’s interest. For example, Yagoda titles the section “,” rather than spelling “comma” in Punctuation (40). Using the punctuation symbol instead of the name is unusual and therefore

Until I attend in my second class of Eng-3001, I had never stopped complaining to myself about my unacceptable WST scores and would never expected that It was a remarkable experience to attend in a writing class when I nearly finish my master program. But In the second class, the professor’s comment of my Diagnostic essay and the lecture about the structure of a competent essay clearly let me recognize that my WST scores had nothing wrong, but I had. Fortunately, the practical and plentiful classes didn’t give me any chance to start a new complaint about another unacceptable score of the Diagnostic essay. Nevertheless, it helped me to recognize and improve my weakness in building completed structure of essay, correctly using example and quoting

If a survey was carried out among teachers of English for Academic Purposes (EAP) and Teachers of English as a Second Language (TESOL), a finding would be that a major concern for teachers is the inability to find appropriate material or the perfect text for their lesson. This is the basis for the article by Swale. Swale in his investigation puts forward two different options to overcome this problem. At this stage the author notes that no matter what approach is taken, the teacher needs to double as an editor or in some cases a material developer/writer.

Oftentimes it is difficult to discern the errors within your own work due to misconceptions or flaws in thinking. Within my Textual Analysis paper the main difficulty was a difference between the definition of rhetorical analysis from previous learning. In an attempt to fix it I tried to add some clarity to the meaning behind the points I made because they were unclear and not fully developed.

With metalinguistic feedback, the teacher does not provide the correct form but “comments, information, or questions related to the well-formedness of the student’s utterance” as Lyster and Ranta (1997: 47) states. Metalinguistic feedback is a corrective feedback form of implicit correction which implies ways of negotiation of form without explicitly providing the correct form. It generally provides either some grammatical metalanguage that refers to the nature of the error or a word definition in the case of lexical errors. It can also be body language which involves non-verbal cues such as facial expressions or hand movements to indicate errors about word order or tense. (Lyster and Ranta, 1997). For example:

As a foreign student, English class gave me the opportunity to improve my overall knowledge about the language. Another writing mistake was thinking what I was going to write in Spanish and then try to translate it to English. Nevertheless, this does not work. The grammar and idiom differences would make my writing sound confusing and clumsy. In the future, this could affect my performance as a professional. And since a sloppy writing will most likely reflect on a person's poor vocabulary, I am presently learning to improve my vocabulary by reading frequently since it helps me to be exposing to new words, sentence structures, and styles techniques, which I could use in my future assignments.

Researchers, such as Corder (1967) define the word ‘error’ when people do not follow grammatical rules or structures. At the basis of the accuracy-fluency controversy is the question of error. Once thought to be deviant behavior, error is now seen as a neutral phenomenon in learning of all kinds; learning to ice skate, to type, to analyze literature, to speak a first or second language. Of course, errors in written language can be due to intonation, memory lapse, or indifference and in an in-class writing situation, NES (Native English Speaker) as well as EFL (English as a First Language) students will make hasty performances errors. Generally, EFL errors are neither random, nor sporadic or deviant, instead they are systematic, regular and

In writing it’s important to have an understanding of what you’re trying to convey for your audience in addition to how you you will present your ideas. Effective communication extends beyond having well organized writing expressed in complete and coherent sentences. The style, tone and clarity of writing must also be considered, as they are constantly changing relative to the audience. Again, analyzing one’s audience and purpose is essential to successful writing. Appropriately, when choosing the most effective language, it is important to consider the document objective as well as the reader. In essence, this idea of effective use of language has been the overarching theme of this online English course. Each writing assignment

Feedback: 1 minute; I will discuss mainly the second questions and elicit their reasons for choosing the answers. I believe feedback is one important part of teaching language A lesson without feedback “is teaching that proceeds forward without reference to what impact this is having on the learner’...” (Learning Teaching, Third edition 2005, Jims Scrivener, Macmillan)