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ERIC Number: ED352826
Record Type: RIE
Publication Date: 1992-Aug
Pages: 21
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Using the Process-Model for Writing: Options for Responding to Student Drafts.
Long, Sheri Spaine
A process-model for writing in a second language is presented. Its seven components include the following: prewriting, draft 1 (not graded), feedback on draft 1, draft 2 (not graded), feedback on draft 2, final draft, and postwriting. Student and instructor attitudes toward the process are discussed, along with an analysis of the different types of feedback at each stage of the writing process. Suggestions are offered for peer and instructor commentary in and out of class, including both written and oral observations. Sample feedback review forms are provided for beginning and intermediate/advanced Spanish classes. It is concluded that the use of student feedback (through guides and tutorials) and instructor feedback (through conferences and written comments) all enhance student writing. They allow students to practice analytical and editing skills, require students to revise their work, and encourage multi-skill second language interaction revolving around the writing task. Above all, peer feedback steers students away from the notion that they are writing for the teacher alone. (Contains 18 references.) (LB)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Association of Teachers of Spanish and Portuguese (74th, Cancun, Mexico, August 9-13, 1992).