Teaching ESL composition : purpose, process, and practice

By D. Ferris, J. Hedgcock. 2001

627 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/e2cf1eef56e0b2a839ad04cb1806e489f3b261fb

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. D. Ferris
2. Icy Lee
3. Ken Hyland
4. R. Ruegg
5. J. Bitchener
6. F. Hyland
7. N. Storch
8. Younghee Sheen

In Language and Linguistics

1. D. Ferris
2. R. Ruegg
3. J. Bitchener
4. Icy Lee
5. Ken Hyland
6. N. Storch
7. F. Hyland
8. Younghee Sheen

In Literature and Literary Theory

1. D. Ferris
2. J. Bitchener
3. R. Ruegg
4. Icy Lee
5. N. Storch
6. Ken Hyland
7. F. Hyland
8. Younghee Sheen

Citations in the corpus

• What Do Parents Think? Middle-Class Chinese Immigrant Parents' Perspectives on Literacy Learning, Homework, and School-Home Communication. (2006, background): “The Chinese parents’ perspectives on writing were in alignment with their bottom-up approach to literacy learning, reflecting a product-oriented writing approach that emphasizes well-formed, grammatically correct sentences (Ferris & Hedgcock, 2005).”
• The effects of trained peer review on EFL students’ revision types and writing quality (2006, methodology): “Given the previous three criteria, this study employed a ''multiple-trait'' approach (Ferris & Hedgcock, 2005, p. 315) to assessing student essay quality prior to and post trained peer review.”
• DIFFERENTIAL EFFECTS OF ORAL AND WRITTEN CORRECTIVE FEEDBACK IN THE ESL CLASSROOM (2010, background): “Recent studies of written CF (e.g., Ashwell, 2000 ; Chandler, 2003 ; Ferris & Hedgcock, 2005 ; Polio et al., 1998 ) indicate that teachers (and writing researchers) have favored the use of indirect feedback (in the form of coding systems) and have placed an emphasis on the importance of the…”
• The Effect of Different Types of Corrective Feedback on ESL Student Writing. (2005, background): “…more effective than written corrective feedback because they provide an opportunity for clarification, instruction, and negotiation (Ferris, 2002; Ferris & Hedgcock, 1998), but the absence of published empirical research on this option means that this popularly held belief cannot be taken as…”
• SECOND LANGUAGE WRITING RESEARCH AND WRITTEN CORRECTIVE FEEDBACK IN SLA (2010, background): “Additionally, these newer advocates of form-focused feedback and instruction emphasized strategy training (e.g., Bates et al.; Ferris, 1995 b, 2002 ; Ferris & Hedgcock, 2005 ) as a way to develop student writers’ abilities as autonomous editors of their own work, with expert written CF positioned…”
• Feedback on second language students' writing (2006, background): “…observed, however, that because meaning is only realised through language, the content-form distinction creates a false dichotomy (K. Hyland 2003; Ferris & Hedgcock 2005), and research has shown that varying this recommended ‘meaning before form’ pattern seems to make little difference to the…”
• The effect of peer and teacher feedback on changes in EFL students’ writing self-efficacy (2018, background): “Ferris and Hedgcock (2005), as well as Andrade and Evans (2013), suggest the ‘sandwich’ approach to feedback, which involves writing praise first, followed by constructive feedback, and then a final note of praise.”