ANGLADA LILIANA BEATRIZ
Congresos y reuniones científicas
Título:
Feedback on Writing: Origins and Some Latest Trends
Lugar:
Córdoba
Reunión:
Congreso; FAAPI Conference: Curriculum Development: Managing the Change; 2002
Resumen:
The advent of the process movement in the 1970s and the emergence of constructionist theories during the 1980s resulted in a number of changes in composition instruction in both native speaker and ESL/EFL settings and in all the stages of the writing process (Johns, 1990; Silva, 1990). In the revision stage, for example, several techniques were developed and implemented so that student writers would have the chance to work on their text more than once before turning it in for a grade. Nowadays students´ written works often receive comments from writing instructors, classmates (individual peers and peer groups), and/or writing consultants working outside the classroom. Besides the different people who can provide suggestions for improving a draft, there are different types of feedback depending on the medium used (i.e., written vs. oral feedback, and their variations) and the time during the writing process when it is supplied (formative vs. summative feedback; feedback on global problems vs. feedback on surface problems). This article focuses on the origins and some latest trends in the area of feedback on EFL writing.