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

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Abstract

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.