Treatment of error in second language student writing
By: Dana R. Ferris
Edition: 2nd ed.
Series: The Michigan series on teaching multilingual writers
Publisher: University of Michigan Press
Published: 2011
Place of publication: Ann Arbor
Language: eng
Number of pages: 219
ISBN-13: 9780472034765
Subjects: Report writing; Foreign speakers; Study and teaching; Second language acquisition; Errors of usage; Rhetoric; English language
Notes: Includes bibliographical references and index.
Table of contents: title: Machine generated contents note: ch. 1 Is Error Treatment Helpful for L2 Writers?; title: Definitions; title: Error; title: L2/Second Language Writers; title: International Students; title: Late-Arriving Resident Immigrants; title: Early-Arriving or Generation 1.5 Students; title: Perspectives on Error Correction; title: A Brief History; title: Second Language Acquisition and Its Implications for Error Correction; title: Challenges to Error Correction in L2 Writing Classes; title: Arguments for Continued Error Treatment; title: Error Feedback Helps Students Revise and Edit Their Texts; title: Error Feedback Leads to Accuracy Gains over Time; title: Students and Teachers Value Error Feedback; title: Written Accuracy Is Important in the Real World; title: Concluding Thoughts; title: Questions for Discussion and Application; title: Further Reading; title: ch. 1 Notes; title: ch. 2 Research on Corrective Feedback in L2 Writing; title: Effects of Corrective Feedback on Student Writing; title: Adequacy of Teacher Feedback; title: Student Uptake of Error Feedback; title: Teacher Correction and Timed Student Revision; title: Teacher Correction Followed by Out-of-Class Revision; title: The Influence of Error Feedback on Student Revision; title: Effects of Error Feedback on Student Accuracy over Time; title: SLA Studies of Written Corrective Feedback; title: Classroom Studies of the Effects of Corrective Feedback over Time; title: Research on Feedback Approaches; title: Focused and Unfocused Feedback; title: Direct and Indirect Feedback; title: Explicitness of Feedback; title: Effects of Error Feedback across Different Linguistic Categories; title: Global and Local Errors; title: Treatable and Unbeatable Errors; title: Beyond Corrective Feedback: Effects of Other Classroom Interventions on Students' Written Accuracy; title: Alternate Forms of Error Feedback; title: Error Correction and Revision; title: In-Class Grammar Instruction; title: Error Charts; title: Student Views of Error Treatment in Writing Classes; title: Possible Directions for Further Research; title: Methodology; title: Questions for Further Research; title: Longitudinal AND Contextualized?; title: Effective versus Ineffective Error Treatment; title: Student Views and Individual Differences; title: Concluding Thoughts; title: Questions for Discussion and Application; title: Further Reading; title: ch. 2 Notes; title: ch. 3 Preparing Teachers of L2 Writers to Treat Student Error; title: Understanding the Problem; title: Teachers' Error Treatment Strategies May Not Always Be Effective; title: Teacher Preparation Programs May Not Adequately Address Error Treatment; title: Teachers May Have Philosophical Objections to Error Treatment; title: Preparing Teachers for Error Treatment: Five Principles; title: 1.Teachers of L2 writers need to study aspects of grammar that are particularly problematic for non-native speakers of English; title: 2.Teachers of L2 writers need practice in recognizing and identifying errors in student writing; title: 3.Teachers of L2 writers need practice in developing lessons and teaching grammar points and editing strategies to their writing students; title: 4.Teachers of L2 writers need to understand the principles of second language acquisition and of composition theory; title: 5.Teachers of L2 writers should become familiar with language structures needed for different task types and academic disciplines; title: Concluding Thoughts; title: Questions for Discussion and Application; title: Further Reading; title: Appendix 3.1; title: ch. 3 Notes; title: ch. 4 Responding to Student Errors: Issues and Strategies; title: Choosing Which Errors to Mark; title: Comprehensive versus Selective Error Correction; title: Errors versus Style; title: Criteria for Selective Error Feedback; title: Consider Errors Common to L2 Writers; title: Recognize That Different Students May Make Distinct Types of Errors; title: Students' English Language Learning Backgrounds; title: The Influence of Specific L1s; title: Differences in L2 Proficiency; title: Decide How to Prioritize Feedback for Individual Students; title: 1.Global versus Local Errors; title: 2.Frequent Errors; title: 3.Structures Discussed in Class; title: Timing of Error Correction; title: Options for Corrective Feedback; title: Option 1 Indirect versus Direct Feedback; title: Option 2 Error Location versus Error Labeling; title: Option 3 Marking Broader versus Narrower Categories of Errors; title: Option 4 Codes versus Symbols versus Verbal Comments; title: Option 5 Textual Corrections versus Endnotes; title: Option 6 Alternatives to Written Error Correction; title: Following Up Corrective Feedback; title: Avoiding Burnout; title: Concluding Thoughts; title: Questions for Discussion and Application; title: Further Reading; title: Appendix 4.1; title: ch. 4 Notes; title: ch. 5 Beyond Error Correction: Teaching Grammar and Self-Editing Strategies to L2 Student Writers; title: Helping Students Understand the Importance of Editing; title: Training Students in Self-Editing Strategies; title: Helping Students Become Aware of Their Most Pervasive Error Patterns; title: Educating Students about Principles of Successful Self-Editing; title: Teaching Specific Editing Strategies; title: Training Students to Look at Problem Areas; title: Encouraging Students to Track Their Progress; title: Teaching Students How to Edit under Time Pressure; title: Providing Grammar Support; title: A Sample Mini-Lesson Sequence; title: Mini-Lessons for "Untreatable" Errors; title: Selecting and Adapting Text Models for Mini-Lessons; title: Providing Additional Resources for Self-Study; title: Peer- and Self-Editing Workshops in the L2 Writing Class; title: Concluding Thoughts; title: Questions for Discussion and Application; title: Further Reading; title: Appendix 5.1; title: Appendix 5.2; title: ch. 5 Notes; title: ch. 6 Beyond Error Treatment: Academic Language Development for L2 Writers; title: Reading for Writers; title: Text Selection of Reading Material; title: Analyzing Vocabulary in a Text; title: Examining Syntactic Structures in a Text; title: Readability; title: Analyzing Written Language for Style and Rhetorical Effectiveness; title: Designing Classroom Activities; title: The Role of Extensive Reading; title: Reading for Language Development: A Summary; title: Acquiring Vocabulary for Writing; title: Vocabulary Learning; title: The "Right" Vocabulary; title: Collocations; title: Paraphrasing and Citation; title: Vocabulary Analysis; title: Analyzing Texts for Lexical Variety; title: Lexical Bundles; title: Evaluating and Editing Students' Own Texts; title: Syntactic Development; title: Syntactic Structures for Analysis, Instruction, and Application; title: Using Corpus Findings and Methods for Writing Instruction; title: Corpus-Informed Resources; title: Corpora in the Classroom; title: Concluding Thoughts; title: Questions for Discussion and Application; title: Further Reading; title: ch. 6 Notes; title: Postscript: Summary and Putting It All Together; title: Language Development Sequence for Writing Teachers; title: Before Teaching the Course; title: During the Course; title: After Teaching the Course; title: Concluding Thoughts.