(1) This study went through 1,600 marginal and end comments written on 110 first drafts of essays by 47 university ESL students who are advanced, considering both the pragmatic goals for and the linguistics features of each comment. (2) After this, drafts of each individuals essay were examined to observe the influence of the first draft commentary on the students’ revision and asses whether the changes that we made in response to the teacher’s feedback actually improved the essays. (3) The author thinks that a really significant proportion of the comments led to substantive students revision, and that there were particular types or kinds and forms of commentary that were more helpful than other commentaries. (4) The final result are suggestive of several important implications for 12 writing instructions and for future studies on a vital but surprisingly neglected topic.
Adapted from Ferris, D. (Summer, 1997). The Influence of Teachers Commentary on Student Revision. TESOL QUATERLY. Vol31, Nº 2 __________________________________________________________________
This study went through 1,600 marginal comments on 110 first drafts of essays by 47 advanced ESL students, considering pragmatic goals and linguistics features of each comment. Afterwards, the influence of the first draft on the students' revision was examined to observe and assess whether the changes we made in response to the teacher's feedback improved the essays. The author thinks that a significant proportion of comments led to substantive students revision, and that there were particular types of commentary that were more helpful than others. The results are suggestive of several implications for 12 writing instructions and for future studies on a vital but neglected topic.
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