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Contributors |
page xi |
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Series editors’ preface |
xiii |
|
Preface |
x |
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Chapter 1 Contexts and issues in feedback on L2 writing: An introduction |
1 |
|
Ken Hyland and Fiona Hyland |
|
I SITUATING FEEDBACK: SOCIOCULTURAL DIMENSIONS |
21 |
|
Chapter 2 Sociocultural theory: A framework for understanding the social-cognitive dimensions of peer feedback |
23 |
|
Olga S. Villamil and María C. M. de Guerrero |
|
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Chapter 3 Cultural issues in peer response: Revisiting “culture” |
42 |
|
Gayle Nelson and Joan Carson |
|
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Chapter 4 Appropriation, ownership, and agency: Negotiating teacher feedback in academic settings |
60 |
|
Christine Tardy |
|
II SHAPING FEEDBACK: DELIVERY AND FOCUS DIMENSIONS |
79 |
|
Chapter 5 Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction |
81 |
|
Dana Ferris |
|
|
Chapter 6 Electronic feedback and second language writing |
105 |
|
Paige D. Ware and Mark Warschauer |
|
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Chapter 7 Resource-rich Web-based feedback: Helping learners become independent writers |
123 |
|
John Milton |
|
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Chapter 8 Feedback in portfolio-based writing courses |
140 |
|
Liz Hamp-Lyons |
|
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Chapter 9 Students and research: Reflective feedback for I-Search papers |
162 |
|
Ann M. Johns |
|
III NEGOTIATING FEEDBACK: INTERPERSONAL AND INTERACTIONAL DIMENSIONS |
183 |
|
Chapter 10 Feedback and revision in second language writing: Contextual, teacher, and student variables |
185 |
|
Lynn Goldstein |
|
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Chapter 11 Interpersonal aspects of response: Constructing and interpreting teacher written feedback |
206 |
|
Ken Hyland and Fiona Hyland |
|
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Chapter 12 Formative interaction in electronic written exchanges: Fostering feedback dialogue |
225 |
|
Ann Hewings and Caroline Coffin |
|
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Chapter 13 Scaffolded feedback: Tutorial conversations with advanced L2 writers |
246 |
|
Robert Weissberg |
|
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Chapter 14 “You cannot ignore”: L2 graduate students’ response to discipline-based written feedback |
266 |
|
Ilona Leki |
|
Author index |
287 |
Subject index |
289 |