Vol 3 No 2 (2017)

Published: 2017-10-11

Editorial Section

Editors' Introduction

Betsy Gilliland, Grant Eckstein

This article introduces the second issue of the third volume of Journal of Response to Writing. 

Featured Articles

Critical Discourse Analysis of Student Responses to Teacher Feedback on Student Writing

Hee-Seung Kang, Julie Dykema

This study explores the genre of ‘student response to teacher feedback’ and analyzes students’ responses through the framework of critical discourse analysis (CDA). Drawing on CDA as a theoretical framework, we examined the structural, interactional, and interdiscursive features of the students’ comments and investigated relations between the text, interaction, and context. The structural analysis indicates that the students’ comments demonstrate their emerging academic literacy skills. Our interactional analysis shows that most students took on an active role as a good student and a hard-working writer, but some students exerted their agency by taking an opportunity to resist the authority of the teacher while others rejected it altogether. Our interdiscursive analysis illustrates that students used not only language from the teacher’s comments, but also metalanguage of the composition classroom to formulate their responses. Based on our findings, we discuss implications for teaching practices and future research on students’ responses to teacher feedback. 

L2 Learners’ Engagement with Direct Written Corrective Feedback in First-Year Composition Courses

Izabela Uscinski

This study explores students’ response to direct written corrective feedback (WCF) in first-year composition courses. To that end, it focuses on analyzing students’ engagement with direct feedback and meta-awareness of the corrections provided on one of their drafts. Data include students' revisions recorded with screen capture software and the video-stimulated recall, which was transcribed and coded for evidence of engagement and meta-awareness. The findings of the study indicate that students’ engagement and meta-awareness may be affected by pedagogical factors, such as feedback delivery method. Based on the insights gained from this study, I suggest that direct feedback may be more beneficial if it is provided in a comment or in the margin of the paper, and that it may have a higher potential for learning if a brief explanation about the nature of the error is included. In addition, students may need to be provided with guidelines on how to engage with their instructors' feedback. I conclude by suggesting that if direct WCF is provided, students should be held accountable for learning from the feedback, and I recommend ways in which this can be done without penalizing students for not showing immediate improvements on subsequent writing projects. 

Teaching Articles

“I could express feeling completely”: Inviting L2 writers to use L1 in peer responses

Bee Chamcharatsri

Peer response is one of the most important activities in writing classrooms because it provides a sense of audience to students. At the same time, students also receive feedback for revision. By asking L2 writers to their L1s in providing feedback to their L1-speaking peers, it helps them gain confidence in peer response activities, which in turn give them self-confidence in their writing proficiency. In this action research, L2 students were asked to reflect on their use of L1s in providing both oral and written feedback. The results showed that students felt they could express their feedback in the more meaningful way. The article concluded with pedagogical implications in teaching writing in both ESL and EFL contexts. 

Encouraging active participation in feedback through assessment as learning: A dialogic interaction between writer and reader.

Claire Louise Rodway

Sustainable feedback practices that can feed forward require our students to be active participants in, and users of, the feedback we provide. Self-reflection and assessment are critical elements of this process. Existing practitioner research studies have exemplified the benefit of interactive cover sheets in facilitating dialogic collaborative feedback that encourages self-evaluation. This teaching article presents an extension to the use of such cover sheets to include student self-assessment and reflection in regards to specific marking criteria as part of an existing feedback process on a first year undergraduate course. In addition to encouraging self-evaluation and collaboration in the feedback cycle, observations from the practitioner research presented here also highlight how the use of this tool encouraged student writer awareness of the writer-reader relationship and the importance of this in their writing. 

Book Reviews

Review of Written Corrective Feedback for L2 Development

Taichi Yamashita

Since the past book review in this journal did not include an abstract, that portion was reasonably unwritten.

Full Issue