TY  - BOOK
AU  - Hyland,Ken
AU  - Hyland,Fiona
TI  - Feedback in second language writing: contexts and issues 
SN  - 0521672589 
U1  - 418.00711 23 ed
PY  - 2006///
CY  - New York
PB  - Cambridge University Press
KW  - Rhetoric
KW  - Study and teaching (Higher)
KW  - Retórica
KW  - Estudio y docencia (Superior)
KW  - Second language acquisition
KW  - Adquisición de una segunda lengua
KW  - Study and teaching Higher
KW  - Estudio y docencia Superior
N1  - Incluye índice; Incluye referencias bibliográficas; Contexts and issues in feedback on L2 writing: An introduction -- Situating feedback: sociocultural dimensions -- Sociocultural theory: A framework for understanding the social-cognitive dimensions of peer feedback By Olga S. Villamil and María C. M. de Guerrero -- Cultural issues in peer response: Revisiting “culture” By Gayle Nelson and Joan Carson -- Appropriation, ownership, and agency: Negotiating teacher feedback in academic settings By Christine Tardy -- Shaping feedback: delivery and focus dimensions -- Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction by Dana Ferris -- Get access -- Export citation
N2  - How to provide appropriate feedback to students on their writing has long been an area of central significance to teachers and educators. Feedback in Second Language Writing: Context and Issues provides scholarly articles on the topic by leading researchers, who explore topics such as the socio-cultural assumptions that participants bring to the writing class; feedback delivery and negotiation systems; and the role of student and teacher identity in negotiating feedback and expectations. This text provides empirical data and an up-to-date analysis of the complex issues involved in offering appropriate feedback during the writing process
UR  - http://www.loc.gov/catdir/enhancements/fy0665/2006042605-d.html
ER  -