Teaching Journal: Improving Accuracy in Student Writing

Authors and summary: This is chapter seven from Teaching ESL Composition by  Ferris and Hedgecock. It focuses on teacher feedback and error correction in the writing classroom.

• A BRIEF HISTORY OF ERROR CORRECTION AND GRAMMAR TEACHING IN THE WRITING CLASSROOM
• ERROR CORRECTION: QUESTIONS, ISSUES, AND OPTIONS
• Does error feedback help students at all?
• What is an error? Should teachers mark for "errors" or "style"?
• What kinds of error to ESL writers typically make?
• Should error feedback be selective or comprehensive?
• Should error feedback focus on larger or smaller categories or types?
• Should feedback be direct or indirect? (Ferris, 1995c, 1997; Robb et al., 1986)
• GRAMMAR INSTRUCTION: RESEARCH AND SUGGESTIONS
• Principles for grammar instruction in an L2 writing class (Ferris, 1995c)
• STRATEGY TRAINING FOR SELF-EDITING
• Techniques for teaching editing skills in the writing class (Ferris 2000)
• CONCLUSION: PUTTING IT ALL TOGETHER
• SUMMARY

Thoughts: I agree with much of what is said in this chapter. Basically it comes down to purpose as most other aspects of teaching. If you cannot justify a specific reason for providing feedback on student errors, it is probably better to just leave it alone. At the same time, I think as a teacher I should provide the student with both what they want and what they need. If I don't feel they need feedback, but they are repeatedly asking for it, I will of course provide it to them. At the end of the day, I don't think it is very different from other aspects of life. Unasked for criticism is never really appreciated or assimilated into your thinking. However, when you are ready and willing it does have a role. I can remember clearly throughout most of my schooling never looking at the feedback seriously.