Process Intervention: Teacher Response and Student Writing

Teaching English in the Two-Year College May 2002

Process Intervention: Teacher Response and Student Writing

Greg A. Giberson

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
Open Access: Closed
Topics: voice and style

Citation Context

Cited by in this index (1)

Still et al. (2010)

Listening to Students: A Usability Evaluation of Instructor Commentary

Journal of Business and Technical Communication

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