Feedback on compositions: teacher and student verbal reports 论文

摘要

Recent survey work has suggested that there may be a misfit between written feedback teachers provide on compositions and the learners' interests – that is, between what the teachers give and what the students would like to get. Part of the problem lies in the nature of the teacher's feedback, which is unclear, inaccurate, and unbalanced – because it focuses only on certain elements in written output (e.g., grammar and mechanics) and because it overemphasizes negative points (see Marzano and Arthur 1977; Cardelle and Corno 1981; Semke 1984; Zamel 1985; Pica 1986). Furthermore, comments are often not structured enough to help writers to develop their ideas (Butturff and Sommers 1980). Leki (this volume) reviews several of the issues involved in teacher response.