Skip to content
2018
Volume 29, Issue 4
  • ISSN: 0098-6291
  • E-ISSN: 1943-2356

Abstract

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.

Loading

Article metrics loading...

/content/journals/10.58680/tetyc20022024
2002-05-01
2024-07-18
Loading full text...

Full text loading...

http://instance.metastore.ingenta.com/content/journals/10.58680/tetyc20022024
Loading
  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error