A Revision Model in Writing for Novice Writers with a Focus on Audience and Feedback

Revision is a complex,yet important phase in writing to improve the quality of a text.Some revision models are created to explain its components and the ways these components work.However,analysis of available models shows that they are proposed mainly for expert writers,who can complete the complex revision process individually,without the need of support or feedback.Most of the available revision models also do not include audience as a component.Therefore,the purpose of this paper is to introduce an alternative revision model for novice writers at or higher than highschool level with a focus on audience and feedback.First,the definition of revision is made,which is followed by summaries of the importance of audience and feedback in writing.Second,available revision models in literature that serves as the basis of the alternative model are reviewed.Finally,the alternative revision model is introduced with its components and the way these components work is explained.The revision model presented in this paper will contribute to literature on writing by filling the gap in revision models by proposing a model for novice writers and highlighting the importance of audience and feedback.

Effect of Teacher Feedback, Peer Review and the Combination on EFL Writing Study Proposal

Since the result of effect comparison is important for teacher's decision making,roles teacher feedback and peer review play respectively and collaboratively in tertiary-level EFL writing context should be addressed via quantitative study as this paper proposed.Quantitative data should be collected from students'first drafts,second drafts and written comments from teachers and peers.Gains for overall scores between the first and second drafts and correlation between suggestions and gains should be examined.

On Peer Feedback Strategies of Process Writing in College English Class

Peer feedback is an indispensable part in process writing. However, in college English class, students pay less attention to peer feedback than teachers' feedback. What's more, without teachers' guidance, most of students don't know how to give feedbacks and what feedbacks should be given. Therefore, some strategies should be used to help students to make more effective feedbacks and stimulate students' interest to actively learn from their peers.

The Effectiveness of Peer Feedback in EFL Writing

Based on the students' capability of assessing peers' essays, this paper attempts to analyze the effectiveness of peer feed-back in EFL writing. Significant improvements can be made in writing proficiency, especially for the students who review others' essays. The reviewers may not only improve their peer's papers but also improve general writing skills and learn to self-evaluatetheir own writing.

Comparative Studies of Teacher and Peer feedback in L2 Writing:A Critical Review

7 studies on the effectiveness of peer and teacher feedback have been critically reviewed in this paper,some problems being perceived either in the research design or their research findings.Based on the detected problems,I put forward some suggestions for the future study and then draw some pedagogical implications.

人工智能视域下应用型院校英语写作多元反馈模式构建——基于 iWrite2.0写作自动评阅系统的实证研究

写作反馈是写作教学中的重要环节,随着人工智能技术的发展,机器评阅的方式已被广泛应用到英语写作教学当中,极大地提高了教师反馈的效率,但过程中也出现了一定的问题。对应用型院校目前的大学英语写作现状进行了调研及访谈,设计了多元英语写作反馈模型,即将机器评阅、同伴反馈以及教师反馈结合到一起对学生的英语写作进行反馈,结果显示:多元英语写作反馈模式比机器评阅模式更能提高学生的写作水平,但幅度并不是很大;班级容量大、学生投入少且缺乏思辨能力等是造成其英语写作水平较弱的主要原因。

“iWrite”平台与大学英语写作教学的融通路径探索

iWrite作为一款集英语写作、预约辅导、批阅总结于一体的在线教育平台,具有整体评价作文内容、精准识别写作问题、辅助学生自主训练、及时反馈修正教学要点等优势,打破了时空限制。文章通过“基于学校现实情况,预先设置写作中心、学生完成在线写作,基于机评修改完善、根据机评反馈情况,合理进行预约辅导、结合学生预约情况,有效进行线上备课、做好个性辅导工作,实施专题统一辅导、师生合作辅导反馈,加强辅导效果”六方面的策略,促进iWrite平台与英语写作教学的深度融合,旨在稳步提升学生的写作水平。

Effects of Written Corrective Feedback on College EFL Students’Writing Accuracy and Linguistic Knowledge Acquisition

Set at the interface between second language acquisition and second language writing,this study examines how different types of written corrective feedback(WCF)influence the writing accuracy of Chinese college students learning English as a Foreign Language(EFL)and whether WCF facilitates the students’grasp of the focused linguistic knowledge.The participants(n=60)were divided into direct correction group(n=20),indirect error-coding group(n=20)and metalinguistic explanation group(n=20).The three groups wrote four essays in two months and received WCF for the first three essays on the five targeted error types,namely tense errors,confusion of different forms of a word,word(articles,prepositions,etc.)missing,errors in subjectverb agreement and inappropriate verb-noun collocations.The results show that all three types of WCF improved students’writing accuracy but none of them had any statistical advantage,and the metalinguistic WCF was more effective than the other two forms in facilitating the acquisition of the targeted linguistic features.These results shed some light on teaching and consolidation of language points through writing in EFL contexts.

Giving More Open Feedback on Student Writing

Giving effective feedback is one of useful methods to improve students' writing.With the aim of offering students more effective feedback,this essay will discuss the new kind of feedback on student writing by introducing the features of the new approach and evaluating it in Chinese teaching context.According to the study,it is recommended peer feedback and teacher-student conferencing feedback should be implemented in the Chinese classrooms,and the teachers of writing should vary their types of feedback according to students' specific needs.

Evaluating Chinese College Students' English Compositions:Different Writing Corrective Feedbacks between a Chinese Teacher and a Foreign Teacher & the Attitudes of College Students

The study aims to uncover the differences between a Chinese writing teacher and a foreign writing teacher in evaluating Chinese college students' English compositions and find out students' attitudes towards different kinds of feedbacks. The data collection method, sample analysis and questionnaire have been implemented to probe for the results. The results are supposed to give some suggestions to the English writing class in Chinese universities.

A Review of Researches on Teacher Written Feedback in ESL Writing Teaching

Some researchers view the teacher written feedback as an effective method in the recursive process of students revising their writing drafts and teachers responding to them in terms of language use,content and linguistic knowledge,while others argue its impact on the learners may be less than what teachers would expect.The point to the different opinion is that neither of them takes students’English proficiency and their characteristics of learning English into consideration which may influence students’response to the teacher written feedback differently.

A Study on Direct Feedback and Indirect Feedback in Graduate Students' Writing

Feedback plays a central role in writing development. However correcting students' writing is one of the most timeconsuming tasks for our senior English teachers. By conducting a survey of direct feedback and indirect feedback in students writing the author tries to test the influence of direct feedback and indirect feedback in graduates' writing.

The Impact of Teacher Involved Peer Feedback in the ESL Writing Class

Among the many possible ways to assessing writing by giving feedbacks, the peer evaluation method is viewed as a relatively effective one for students. Traditional one-way teacher feedback with which the teachers usually make great efforts to mark out all errors had been proved to be unscientific. In this article, based on the specific situation in two English major classes in Wenhua Institute attached to HUST, a series of training and experiments were designed with the aim of proving the effect of peer evaluation in writing class. It is emphasized that language teachers should recognize the practical value of peer evaluation, and try to help students be involved in making peer responses in the writing process actively, so that students can get meaningful experience from evaluating their peers＇ writing, which, in turn, will enhance their own ability to produce more satisfactory essays.

A Review ofTeachers’ written feedback in EFL Writing in China and Its Implications

The types of teachers’ written feedback and their effects have been the focuses of researches on feedback in EFL writing. This paper aims at providing some references and suggestions on the effective feedback types in EFL writing in China through reviewing the recent ten-year researches on teachers’ written feedback in EFL writing in China from the perspectives of feedback source, content, types and comments, and exploring the future development of the researches from research design, feedback types, and research perspectives and so on.Literature research shows that the answers remain controversial on which kind of feedback source, feedback content, feedback type, and feedback comments are the best to students in EFL writing. However, the supplementary roles of peer feedback and electronic feedback are well recognized; form-focused feedback combined with content-focused feedback is popular with the students; the demand for the degree of feedback directness and feedback comments varies with the level of students. Compared to the past, recent domestic researches on teachers’ feedback are more various in research methods, more diversified in research perspectives and extended more in research content. Future domestic research on teachers’ feedback needs to make efforts on designing the experiment, expanding the feedback content, combining different feedback types and broadening research perspectives in order to further verify the effectiveness of teachers’ written feedback.

A Study of Written Corrective Feedback and Its Effect on Chinese Junior Learners＇ English Writing

This study was designed to investigate the effect of written corrective feedback （WCF） on junior English learners＇writing. Eighty-two Chinese junior students from two classes were observed in a draft-to-draft writing program.Results included error distribution and WCF＇s effect on the subjects＇ writing. Specifically, the number of localerrors dropped more significantly than that of global errors. Both direct feedback （DF） and indirect feedback （IF）worked for local errors, but they did not have noticeable effects on global errors. For some errors as wrong word,DF was almost helpless in eliminating them, but IF worked better since it could engage students in reflecting ontheir own errors. For Chinglish and word order errors, however, IF＇s role was very limited in revision andcorrection, due to students＇ inefficient syntactic knowledge. This study indicated that WCF had varying effects fordifferent types of errors and a combination of DF and IF might be more helpful. In addition, positive input andcertain amount of explicit grammar teaching are necessary for long-term improvement of accuracy in writing.

Analysis of the Role and Technique of Feedback in the Development of Students’ Writing Skills

Feedback on writing can be defined as comments, corrections, questions and suggestions, that a reader gives to a writer with the aim to steer him through the process of writing on to the product, according to Keh (1990:294). This paper discusses the role of feedback in a process-focused approach to writing. The use of both peer feedback and teacher feedback could improve students'writing skills effectively in the long run. This paper also looks at the different techniques that a teacher can use in the writing classroom.

The Effect of Different Types of Corrective Feedback on L2 Writing Accuracy of college students

Since the process writing was raised in the L2 writing in 1970s, the feedback has been an important part of teaching. A range of researchers have investigated the effect of different types of error feedback to find whether the feedback can help L2 writers improve the accuracy of their writing. Similar to the previously discussed question, they have also reached rather controversial conclusions. Most often, these studies have categorized corrective feedback as either direct or indirect. To explore the effects of corrective feedback in L2 writing, the paper investigated the types of feedback given to 30 college students of Tianhe College in Guangdong province. The study improved that correction feedback can improve accuracy in student writing.

The Efficacy of Peer Feedback in Turkish EFL Students’ Writing Performance

The overarching aim of this study is to find out the effects of peer feedback on Turkish EFL learners at pre-intermediate level. More specifically, the researcher sought to probe the strategies most suitable to these students by motivating them to scrutinize each other’s writings and develop their own perceptions of the advantages of becoming more critical of their writing. By addressing these aims and objectives, the researcher hoped to discover the advantages and effects of peer feedback in improving the writing skills of these students. A mixture of both quantitative and qualitative methods was considered appropriate to meet the needs of research. A questionnaire on attitudes and writing tests were used to collect primary data for the study in order to gain information about the needs of the students and the suitable strategies required for peer reading, examining, and giving feedback. Semi-structured interviews were also conducted to examine the students’ perceptions of peer feedback. Results of this study revealed that the peer feedback process helped learners in improving their writing performance as a result of which the students had a positive attitude towards using peer feedback in EFL classrooms. Based on the findings, implications for foreign language （FL） writing classes and suggestions for future studies are presented.

An Exploration of a Systematic and Effective Mechanism of Delivering Feedback on EFL Student Writing

In China, it is widely believed that teacher feedback plays a crucial role in EFL writing course, exerting a great impact on the improvement of Chinese EFL students＇ writing abilities so that teachers have been required to deliver feedback on students＇ writings. Teachers, consequently, spare no pains to give feedback, expecting their students would make progress in their writing, but it seems that things go contrary to their wishes. Although there are various complicated factors contributing to the situation, one of the important factors lies in the teachers, a number of whom do not grasp a systematic and effective mechanism of delivering feedback on EFL student writing. Much importance has been attached to Chinese EFL student writing, however, rare attention has been paid to conducting research on concrete ways of delivering feedback on Chinese EFL student writing in China. Therefore, this paper serves to fill the gap, mainly devoting itself to exploring concrete methods of delivering teacher feedback on EFL student writing.

Peer Feedback： A New Approach to English Writing Instruction in a Chinese College Setting

The paper mainly focuses on peer feedback--one specific approach to teach writing. After analyzing the current practice in English writing instruction in Chinese tertiary institutions and reviewing YANG, Badger and YU＇s （2006） empirical research study, the author evaluates the suitability of peer feedback approach in a Chinese college context. Hopes that it may offer and challenges which might be faced, are discussed as well.