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Peer reviewedFrankenberg-Garcia, Ana – ELT Journal, 1999
Argues that the best moment for responding to student writing is before any draft is completed. Analyzes ways in which this can be put into practice in the composition classroom and reports on how a group of undergraduate, intermediate-level Portuguese English-as-a-Second-Language writers reacted to this kind of pre-text feedback. (Author/SM)
Descriptors: Editing, Elementary Secondary Education, English (Second Language), Feedback
