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RESPONSE TO STUDENT WRITING: IMPLICATIONS FOR SECOND LANGUAGE STUDENTS

Published online by Cambridge University Press:  01 September 2004

Kim Lewis
Kim Lewis
Affiliation:
Michigan State University
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Extract

RESPONSE TO STUDENT WRITING: IMPLICATIONS FOR SECOND LANGUAGE STUDENTS. Dana Ferris. Mahwah, NJ: Erlbaum, 2003. Pp. xvi + 194. $45.00 cloth, $22.50 paper.

This volume by Ferris will attract the attention of second language (L2) teachers, particularly those who teach writing classes. The book is divided into two sections. Part 1 reviews research into response given to L2 writers, and part 2 examines the practical issues of responding to student writing. Although the title of the book refers to “second language students,” the focus is on students learning English as a second language (ESL). In fact, most of the research into response has been conducted with the ESL student population at the college level. That being said, this volume would certainly be an excellent supplemental text to assign for a teaching of ESL class in teaching writing or for in-service training. It is also a useful guide for L2 teachers who must decide how to respond to student writing.

Type
BOOK REVIEWS
Information
Studies in Second Language Acquisition , Volume 26 , Issue 3 , September 2004 , pp. 493 - 495
Copyright
© 2004 Cambridge University Press

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References

REFERENCES

Kepner, C. G. (1991). An experiment in the relationship of types of written feedback to the development of second-language writing skills. Modern Language Journal, 75, 305–313.CrossRefGoogle Scholar
Polio, C. (1997). Measures of linguistic accuracy in second language writing research. Language Learning, 47, 101–143.CrossRefGoogle Scholar
Wolfe-Quintero, K., Inagaki, S., & Kim, H. Y. (1998). Second language development in writing: Measures of fluency, accuracy, and complexity (Tech. Rep. No. 17). Honolulu: National Foreign Language Resource Center.