Grammar Agreements: Crafting a More Finely-Tuned Approach to Corrective Feedback

Ryan P. Shepherd, Ohio University
Katherine Daily O’Meara, Arizona State University
Sarah Elizabeth Snyder, Emporia State University

Published Apr 1, 2016



This article introduces the idea of grammar agreement as a way to offer a more “finely tuned approach” to grammar feedback in the L2 classroom (Ferris, Liu, Sinha, & Senna, p. 307). These agreements offer students options for how the teacher will respond to writing done in their first-year composition classes. The authors offer suggestions for both why grammar agreements are a useful tool in the L2 writing classroom (and possibly beyond) and how to implement grammar agreements effectively.