二语写作

time consuming and labor intensive
Why?
↓
reason
1:
Students don't become more proficient writers just by reading and writing. Students need some form of feedback that helps them see how others are reading their writing and what revisions might strengthen their writing.

a. programmatic and institutional factors
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content and thetorical concerns

↓
grammatical and lexical errors b. sociopolitical forces: class sizes c. teacher factors: teacher personality, the pedagogical beliefs, attitudes, expections, etc.

The shape of teacher commentary

three ways of commentary: initial commentary
summuative and educational
marginal commentary
physically easier to read
end commentary summative, bringing together major "themes"
→


annotation: students can annotate each paragraph, indicating what the paragraph is intended to accomplish in and of itself as well as how the paragraph works within the paper as whole to acheive the writer's purpose and meet the needs of the audience.
reason
2:
Teachers, as expert readers, are able to help students identify what they need to learn or adopt in terms of effective processes and in terms of knowledge of product requirements in producing drafts and arriving at as successful a final product as possible.
Teacher responses to students' writing
Goldstein: teacher written commentary and student revision
Main contents:
1.
2. 3.
Introduction
Guidelines Conclusion
Q: Which one is the best ?
Answer:

a. Common consensus is that commentary should be text-specific, which serve to show exactly what difficulties the reader is having with the text and where. b. We should consider either being very careful about how and when we mitigate our commentary or consider explaining the real intent behind mitigated comments.
1).

The role of context
Context: it is a unique combination of factors stemming from the institution and the program within which the writing, commenting, and revision takes place, and factors that teachers and students bring to the process.


c. Commentary that provides strategies for revision may be particularly helpful to students.
3. Conclusion

We need to consider how we might enact the suggestions Goldstein have outlined in this paper in our individual contexts. The research on written commentary is relatively "young", a lot of what we do also need to be informed through critical examination of our practice. Like Leki said:" This is not the end of our epoch." But is a beginning of further inquiry and refinement of practice.
2. Guidelines

The key consideration is what makes feedback to students' writing effective and how? In what ways can enable students to learn how to revise, to produce more effective texts, and to become more effective writers?

b) We need also consider our students' ability to effectively use our commentry.

We teachers need to teach them how to interpret our comments, and forster their ability to revise with the help of our comments.
1. Introduction

The content of this paper is to address the needs of teachers of multilingual writers in order to identify the issues to which they need to attend, and the practices they can employ to provide effective written commentary on rhetorical and content issues in their students' writing.



c. Teacher can also consider responding to student process for writing.
d. Teacher can pay careful attention to what our students have revised and how and provide commentary that also focuses on students' revisions. e.g. "retrospective reading"



By establishing communication and negotiation with students about their papers, their revisions, and their use of our commentary, we can establish an atmosphere where students feel more supported in taking on the responsibility for self-motivated revision.


T→S communicating
We
S→T communicating
can ask student to write autobiographies, detaling their past experiences as writers, including what they did and did not like ahout this feedback.
3) The shape of teachers' commentary

What should be commented on? a.Teacher asks students to consider whether or not they have accomplished what he/she intended for his/her audience. b. Student didn't accomplish the writer's intentions, or its content didn't correspond to the topic.