Description
Abstract
Because feedback is a central component of the process approach to writing, English and composition scholars have offered years of advice on how to provide it effectively. Scholars working with L2 writers have surveyed much of this same advice but have noted ways in which it must be modified or even abandoned when working with writers from diverse language backgrounds. This chapter reviews L1 and L2 feedback research and offers numerous suggestions on how best to provide feedback specifically for L2 writers. Ultimately, early career teachers who work with L2 writing need to recognize feedback language that can confuse more than help and also understand how cultural and educational backgrounds can affect writers’ expectations and preferences for teacher, peer, and self-feedback.