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

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Ryan P. Shepherd Katherine Daily O'Meara Sarah Elizabeth Snyder


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

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How to Cite
Shepherd, R., O’Meara, K., & Snyder, S. (2016). Grammar Agreements: Crafting a More Finely-Tuned Approach to Corrective Feedback. Journal of Response to Writing, 2(1). Retrieved from
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Author Biographies

Ryan P. Shepherd, Ohio University

Ryan P. Shepherd is an Assistant Professor in the Department of English at Ohio University. His research focuses on the intersections between digital literacies and literacies of the composition classroom. Ryan’s work has appeared in Computers & Composition: An International Journal and Composition Studies.

Katherine Daily O'Meara, Arizona State University

Katherine Daily O'Meara is an Assistant Professor of Rheotric and Composition at Emporia State University. She specializes in second language writing and writing program administration and enjoys working with teachers in their training and professional development. Kat is the Chair of the Writing Program Administrators Graduate Organization (WPA-GO) for the 2015-2016 academic year. 

Sarah Elizabeth Snyder, Emporia State University

Sarah Elizabeth Snyder is a PhD student in the Department of English at Arizona State University.  She serves as the Associate Director of Second Language Writing, and was also a Co-Assistant Chair of the 2014 Symposium on Second Language Writing.