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Volume 29, Issue 4
  • ISSN: 0098-6291
  • E-ISSN: 1943-2356


Addresses past and current issues concerning teacher response to first-year student writing and suggests that teacher intervention should be viewed as a writing process itself. Describes the author’s own process of responding to student writing, which he hasfound to be very effective. Concludes that individual teachers must decide for themselves what ways of responding best suit their teaching styles.


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  • Article Type: Research Article
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