Chapter 3 presents a variety of feedback methods that practitioners and researchers alike use to support learners’ linguistic development. Building on the belief that errors are a normal and even beneficial part of language learning, this chapter shares how and why feedback is a critical component of language teaching. Examples of oral corrective feedback are provided, along with a description of when teachers may choose to use what type of feedback over another.

In this concluding chapter I briefly revisit the interpretive framework set out in Chapter 1 within which my reading of the Charmides is situated, summarising what I take to be its merits. It is argued, based on the formal separation of Plato as author from his characters (especially Socrates), that the Charmides can be read as a Platonic defence of the written text as a medium for critical reflection on the reader’s part.

Chapter 3 explores presidential rhetoric on cases that have already been decided by the Supreme Court. To investigate this, we examine all mentions of Supreme Court cases, by month, from 1953 to 2017. We differentiate written and spoken comments and show that while the former are used almost exclusively to direct the implementation of the Court’s decisions, the latter are designed to allow presidents to take positions on Court cases that are important to their electoral bases given the primacy of presidential speeches to presidents’ permanent campaigns for public support. Often, presidents will comment on recently decided cases to speak to issues that are timely and salient to the national policy conversation in an effort to guide those conversations. Indeed, we find that the presidents are especially likely to discuss Supreme Court cases during reelection years and when those cases garner media attention.