Teaching English in the Two-Year College
May 2002
Process Intervention: Teacher Response and Student Writing
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.
- Journal
- Teaching English in the Two-Year College
- Published
- 2002-05-01
- DOI
- 10.58680/tetyc20022024
- CompPile
- Search in CompPile ↗
- Open Access
- Closed
- Topics
- Export
- BibTeX RIS
Citation Context
Cited by in this index (1)
-
Still et al. (2010)Journal of Business and Technical Communication
References (0)
No references on file for this article.
Related Articles
-
Pedagogy Oct 2024rhetorical criticism first-year composition writing pedagogy basic writing writing across the curriculum graduate education two-year college service learning teacher development revision argument collaborative writing assessment writing program administration multimodality multilingual writers literacy studies race and writing disability studies community literacy editorial matter
-
Composition Forum 2022Dan Melzer
-
Pedagogy Oct 2021Moira A. Connelly
-
Writing Center Journal 2021Mike Haen
-
Journal of Academic Writing Nov 2018Editorial: Selected Papers from the 9th Conference of the European Association for the Teaching of Academic Writing, Royal Holloway, University of London, UK, June 2017 ↗Laryssa Whittaker; Stuart Wrigley