Sammanfattning
My paper focuses on two forms of teachers’ written feedback: direct, i.e. correction of errors, including grammar, punctuation and spelling; and indirect, which identifies but does not correct problems – either real or potential. I argue that the two forms, when they are com- bined, have an important role to play in guiding students to an under- standing of what constitutes a "good" written text in English. Such an understanding is an important element in the overall goal of academic writing, which is not only to produce a text that satisfies the requirements of the examiner but also to create and promote a distinct and stable scholarly identity – an aspect of writing that is often neglected in studies of writing. Unlike much research on the subject, my article focuses on an individual student, a Chinese postgraduate of English at Kristianstad University.
Originalspråk | Engelska |
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Sidor | 58-71 |
Antal sidor | 13 |
Status | Publicerad - 2013 |
Evenemang | Lärarlärdom - Varaktighet: 1980-jan.-01 → … |
Konferens
Konferens | Lärarlärdom |
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Period | 80-01-01 → … |
Nationell ämneskategori
- Pedagogik (50301)