Improving Accuracy in Student Writing

Instructors spend many hours providing corrective feedback to students’ writing. But is written corrective feedback effective? And what do we mean when we say “effective”? Seeing improvement on the next draft or the next paper –or in the next class (long-term effect)? Does corrective feedback have an impact on students’ ability to monitor language use and  self-correct more effectively? Or does feedback even have an effect on language development overall?
Watch a talk by Jessica Williams who addresses these issues.

Jessica Williams (Professor of Linguistics at UIC) talks about the effectiveness of ” Teacher Response in L2 Writing Instruction.”

YouTube Preview Image Professor Williams outlines several issues:

What kind of corrective feedback one can give :

  • extensive (unfocused) vs. intensive (focused) (at min. 24.30)
  • direct (providing the correction) vs. indirect (engage students in problem solving) (at min. 27)

How and where corrective feedback can be provided: marginal or final (at min. 31.30)

Criteria to decide which grammatical errors to focus on (at min. 36)

Theoretical frameworks that address written corrective feedback: (at min. 41)

  • Sociocultural Theory
  • Cognitive Interactive Approaches
  • Dynamic Approach

Three strategies to hold students accountable for error correction: (at min. 48.30)

  • error logs
  • cover letter
  • peer editing

Final guidelines: (at min. 50.30)