A process-model for writing in a second language is presented. Student and instructor attitudes toward the process are discussed, along with an analysis of the different types of feedback at each stage of the writing process. Suggestions are offered for peer and instructor commentary in and out of class, including both written and oral observations. They allow students to practice analytical and editing skills, require students to revise their work, and encourage multi-skill second language interaction revolving around the writing task. Above all, peer feedback steers students away from the notion that they are writing for the teacher alone.
Cognitive style is an important variable that can affect the educational process in several ways.
The test was repeated as the same students completed internships during their senior year. Course grades were also collected in six required education courses. Males tend to be more FI than females, but females out-perform males academically. This review of research on the effectiveness of adding questions to text materials to improve learning and the research on feedback posits that there is a connection between the findings in these two areas that can be viewed from an information processing perspective. A model of information processing taken from Gagne is used to organize the question and feedback effects.