Lucy K. Spence. Student Writing: Give It a Generous Reading….

ProfLyrebirdPerson743 Lucy K. Spence. Student Writing: Give It a Generous Reading….Lucy K. Spence. Student Writing: Give It a Generous Reading. Information Age Publishing, 2014. EBSCOhost,search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=e700xna&AN=753379. This book describes a method of responding to student writing, which is based on three research studies. It explains why it was necessary to develop a new method for responding to linguistically diverse student writing, defines generous reading, explains the origins of the concepts involved, and discusses how the inherent diversity in the English language can enhance our response to student writing. Juan’s teacher, Karla, took this stance when she gave him a high score for using correct conventions even though she expected him to improve in his future writing. Karla accepted Juan’s approximations toward conventional writing and took his English language development into consideration by clearly explaining concepts, demonstrating, and continually monitoring his learning throughout the writing process. The two approaches to Juan’s writing are indicative of attitudes toward student writing in schools today. As teachers, we want students to write, and we want them to learn to write well.  Ismail, Noriah, Sumarni Maulan, and Nor Haniza Hasan. “The impact of teacher feedback on ESL students’ writing performance.” Academic Journal of Social Studies 8.1 (2008): 45-54.This study is an experimental study on 187-part 2 diploma students at University Teknologi MARA (UiTM) Johor. The samples were required to write three expository essays, one at a time, and their first drafts were returned to them with different feedback for different topics. The students rewrote the essays after being informed of the type of feedback, and the majority improved more on their form (grammar) than content (content). There was a significant difference in students’ total writing scores, grammar scores, and content scores between the first and the second draft when form feedback was given. Grade A students made the most improvement in their revised drafts when end-note feedback was given to them, as they managed to interpret the comment and translate it better than the other students. This is in line with the study by Ravichandran (2003) that giving facilitative comments on content resulted in the students writing longer essays.Effects of Teacher Intervention and Type of Peer … – Sage Journals. https://journals.sagepub.com/doi/full/10.1177/13621688221080507.Peer assessment is now a common practice in L2 writing classes, but many teachers have reservations about the accuracy and validity of peer feedback. Studies have shown that peer feedback has a positive impact on both feedback receivers and feedback givers, and most students have expressed the desire to receive peer feedback as well as teacher feedback. For peer feedback to play its proper part, a well-conceived implementation process involving fundamental instructional intervention, such as training, modeling, and demonstration prior to the peer feedback process, monitoring, and guidance during the process, is needed. Existing studies on peer review training have produced sufficient evidence that training helps improve the quality of EFL learner peer review quality and skills. However, these studies all reported the overall effect of complete training programs, most of which contained only teacher modeling and student practice without teacher feedback on peer review comments. For those which did contain a teacher intervention component, most used teacher-student conferences or discussion groups. Existing studies on teacher intervention are limited to the effect on student peer review skills, and only one study (Zhao, 2014) directly probed into the effect of teacher intervention on student writing revisions. Zhao (2014) only analyzed the quantitative data regarding the impact of teachers’ comments on the appropriateness of peer feedback and reported that the agreement of teachers with peer feedback significantly increased the receiver’s use of the peer feedback. However, the researcher did not apply systematic modes of intervention, and the intervention comments were made without considering the feature of comments from students. This study adopted direct and indirect strategies to explore the effects of systematic modes of teacher intervention.  Above is my annotated bibliography. I would like 5 more sources on the topic ‘teachers effect on student writing habits and misconceptions’. And summarize the articles found as well as citing them.Arts & HumanitiesEnglish