Feedback on student writing for early career teachers: Effective strategies for teacher, peer, and self-feedback

Insights into teaching and learning writing

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Feedback on student writing for early career teachers: Effective strategies for teacher, peer, and self-feedback

Grant Eckstein (2023)

In: Insights into Teaching and Learning Writing (Chapter 12)

DOI: 10.29140/9781914291159-12

Keywords:

Author(s)	Grant Eckstein
DOI	https://doi.org/10.29140/9781914291159-12
Pages	155-166

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.

Suggested citation

Grant Eckstein. (2023). Feedback on student writing for early career teachers: Effective strategies for teacher, peer, and self-feedback. In H. Mohebbi & Y. Wang (Eds.), Insights into teaching and learning writing: A practical guide for early-career teachers. (pp. 155-166). Castledown Publishers. https://doi.org/10.29140/9781914291159-12