Teacher and Peer Written Feedback in the ESL Composition Classroom: Appropriation, Stance, and Authorship

Teacher and Peer Written Feedback in the ESL Composition Classroom: Appropriation, Stance, and Authorship

While studies have shown that teacher and peer feedback are beneficial to students, research has also found that teachers can appropriate students' texts in their feedback, taking away authorship in the process (Brannon & Knoblauch, 1982; Goldstein, 2004). The present study addressed the ty...

Full description

Bibliographic Details
Main Author: Fordham, Sonja K.
Other Authors: Waugh, Linda R.
Language:en_US
Published: The University of Arizona. 2015
Subjects:
L2 writing
peer feedback
student response
teacher feedback
text appropriation
Second Language Acquisition & Teaching
ESL students
Online Access:http://hdl.handle.net/10150/577518

Internet

http://hdl.handle.net/10150/577518

Similar Items