Feedback for Second Language Writing
Transcript of Feedback for Second Language Writing
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Feedback for Second Language WritingSarah Saxer
Fall 2016 – Writing Teacher Workshop
Howard Community College
Ferris, Dana R. Treatment of Error in Second Language Student Writing. 2nd ed. Ed. Diane Belcher and Jun Liu. Ann Arbor: The University of Michigan Press, 2011. Print.
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Second Language Learning
If you have studied a second language, what challenges did you face?
What challenges do your ESL students at HCC face?
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Groups of L2 Writers
• International students
• Resident immigrants
• Children of resident immigrants (Gen 1.5)
Background questions that may be helpful:
How long have you been in the US? Have you attended any schooling in the US? How strong are your reading and writing skills in your first language?
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Contrastive Rhetoric
• Robert Kaplan (1966)
• Reader versus writer responsibility
• Inductive versus deductive (facts first vs theory first)
• Shared knowledge
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Definition of Error
“Errors are morphological, syntactic, and lexical forms that deviate from rules of the target language, violating expectations of literate adult native speakers” (Ferris 3).
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Error in Whose Mind?
• What‘s worth correcting?
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Brief History of Error Correction
• Up to 1970s – controlled
• 1970s to 1980s – process (“benign neglect” Ferris)
• 1996 Truscott – no corrective feedback
• Past twenty years – what and how?
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Students –What do they want?
• Want error correction
• Will attend to error correction if
a) have the time
b) understand the codes
c) know how to correct it
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Four Ways to Provide Written Feedback
• Conferencing, peer editing, videos = other techniques
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1. Focused Versus Comprehensive
• Focused – identifies and treats specific patterns of errors such as word forms
How many patterns to focus on?
• Comprehensive - identities and treats all errors
What about the other errors?
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2. Indirect Versus Direct
• Indirect – mark the errors (coded versus uncoded), but don’t correct them
• Direct – mark and correct the errors
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3. Global Versus Local
• Global: comprehensibility of the text
• Local: minor errors that don’t impact understanding
Sarah teaches very hard.
Sarah teach very well.
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Treatable Versus Untreatable
• Treatable – rule governed
• Untreatable – idiosyncratic (direct feedback)
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One Way to Tie It All Together
• Early drafts:• focus on content, rhetorical strategies, organization by providing oral and written
instructor feedback and peer feedback
• point out errors that interfere with comprehensibility
• ask students to read their texts aloud
• Later drafts:• provide direct, comprehensive feedback on a limited section of the paper (e.g., one
paragraph)
• provide coded or uncoded markings on two patterns of error
• provide students with a mini lesson/ practice on that error or refer them to the writing center
• deduct points on the final draft for that type of error
• keep a log, holding the student responsible for that type of error* for subsequent compositions
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Common Areas of Error
• Verb Tense System in English
• Active and Passive Voice
• Basic Types of Nouns
• Subject Verb Agreement
• Articles
• Basic Clause and Sentence Patterns
• Word Forms
• Word Choice
(based on Ferris’ list in Treatment of Error.)
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Resources
• Explanations for common writing errors – Bedford handbook
• List of practice Web pages for students (email Christine Sharpe)
• ENGL 121 ESL Instructor Canvas page (Web links and lessons from Robert Panizari, Amelia Yongue, Elisa Roberson, and David Buck)
• Canvas lesson on connection between reading comprehension and sentence structure (email Christine Sharpe)
• Consultations with Christine Sharpe
• ESL Library in DH 140
• ESL sections of ENGL 121
• ELC classes www.howardcc.edu/elc
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Bibliography
Ferris, Dana R. Treatment of Error in Second Language Student Writing. 2nd ed. Ed. Diane Belcher and Jun Liu. Ann Arbor: The University of Michigan Press, 2011. Print.
Hinds, John. “Inductive, Deductive, Quasi-inductive: Expository Writing in Japanese, Korean, Chinese, and Thai.” Coherence in Writing: Research and Pedagogical Perspectives. Eds. Ulla Connor and Ann M. Johns. Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc., 1990. 87-109. Print.
---. “Reader Versus Writer Responsibility: A New Typology.” Landmark Essays on ESL Writing. Eds. Tony Silva and Paul Kei Matsuda. Mahwah, NJ: Lawrence Erlbuam Associates, Inc., 2001. 63-73. Print.
Kaplan, Robert B. “Cultural Thought Patterns in Inter-Cultural Education.” Landmark Essays on ESL Writing. Eds. Tony Silva and Paul Kei Matsuda. Mahwah, NJ: Lawrence Erlbuam Associates, Inc., 2001. 11-25. Print.
Panetta, Clayann Gilliam. “Understanding Cultural Differences in the Rhetorical and Composition Classroom: Contrastive Rhetoric as Answer to ESL Dilemmas.” Contrastive Rhetoric Revisited and Redefined. Ed. Clayann Gilliam Panetta. Mahwah, NJ: Lawrence Erlbaum Associates, Inc., 2001. 3-13. Print.