Ferris, D. (2003). Responding to writing. In Kroll, B. Exploring the Dynamics of Second Language Writing. 119-140.
1. Giving and responding to feedback is a complex and dynamic process and students need individualized feedback. What factors do teachers need to take into account when they give feedback on student papers?
2. Ferris points out some limitations of previous research in her chapter. One of the limitations mentioned is that many studies examine the effects of feedback in revisions on the same paper. If a student gets a comment on a certain aspect of their writing and revises accordingly in a subsequent draft, does it mean that the student acquires that aspect? If you design a longitudinal study to observe the effects of feedback on students’ writing ability, what methodologies do you want to use to measure a long-term effect?
3. It may be difficult for teachers to distinguish between appropriation and necessary intervention in their teaching practices. How can you find a balance between these two concerns in an L2 writing classroom?
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