Dynamic written corrective feedback: A Tool to improve multilingual student writing

Laurie Miller, Anna Sophia Habib, Paul Michiels

Session Information

Year: 2016 | Time: 1:50pm-2:30pm | Location: Innovation Hall (Room 206)

Abstract

With Mason’s increasing population of multilingual students, faculty in writing intensive courses at the undergraduate and graduate level are often looking for innovative, efficient approaches to providing feedback on student writing.

This session will provide an overview of dynamic written corrective feedback (Hartshorn et. al, 2010; Ferris,1999), a strategy that allows faculty to look past errors in accuracy by prioritizing attention to student efforts towards complexity. We use this model in English composition classes to help multilingual students become more reflective, self-reliant writers in terms of their idea development, critical analysis and language accuracy. During the session composition and language faculty from INTO-Mason’s undergraduate and graduate program will explain the research behind the technique, provide examples of this feedback approach and engage participants in a discussion of its potential use in their classes.  This method can be used to support all students across a variety of disciplines that require writing assignments.

 

References:

Ferris, D. (1999). The case of grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8(1), 1-11.

Hartshorn, K. J., Evans, N. W., Merrill, P. F., Sudweeks, R. R., Strong-Krause, D., & Anderson, N. J. (2010). Effects of dynamic corrective feedback on ESL writing accuracy. TESOL Quarterly, 44(1), 84–109.

 

Keywords

multilingual writing; feedback strategies; revision strategies;

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