ch. 1. Is Error Treatment Helpful for L2 Writers?
Definitions
Error
L2/Second Language Writers
International Students
Late-Arriving Resident Immigrants
Early-Arriving or Generation 1.5 Students
Perspectives on Error Correction
A Brief History
Second Language Acquisition and Its Implications for Error Correction
Challenges to Error Correction in L2 Writing Classes
Arguments for Continued Error Treatment
Error Feedback Helps Students Revise and Edit Their Texts
Error Feedback Leads to Accuracy Gains over Time
Students and Teachers Value Error Feedback
Written Accuracy Is Important in the Real World
Concluding Thoughts
Questions for Discussion and Application
Further Reading
ch. 1 Notes
ch. 2. Research on Corrective Feedback in L2 Writing
Effects of Corrective Feedback on Student Writing
Adequacy of Teacher Feedback
Student Uptake of Error Feedback
Teacher Correction and Timed Student Revision
Teacher Correction Followed by Out-of-Class Revision
The Influence of Error Feedback on Student Revision
Effects of Error Feedback on Student Accuracy over Time
SLA Studies of Written Corrective Feedback
Classroom Studies of the Effects of Corrective Feedback over Time
Research on Feedback Approaches
Focused and Unfocused Feedback
Direct and Indirect Feedback
Explicitness of Feedback
Effects of Error Feedback across Different Linguistic Categories
Global and Local Errors
Treatable and Unbeatable Errors
Beyond Corrective Feedback: Effects of Other Classroom Interventions on Students' Written Accuracy
Alternate Forms of Error Feedback
Error Correction and Revision
In-Class Grammar Instruction
Error Charts
Student Views of Error Treatment in Writing Classes
Possible Directions for Further Research
Methodology
Questions for Further Research
Longitudinal AND Contextualized?
Effective versus Ineffective Error Treatment
Student Views and Individual Differences
Concluding Thoughts
Questions for Discussion and Application
Further Reading
ch. 2 Notes
ch. 3. Preparing Teachers of L2 Writers to Treat Student Error
Understanding the Problem
Teachers' Error Treatment Strategies May Not Always Be Effective
Teacher Preparation Programs May Not Adequately Address Error Treatment
Teachers May Have Philosophical Objections to Error Treatment
Preparing Teachers for Error Treatment: Five Principles
1. Teachers of L2 writers need to study aspects of grammar that are particularly problematic for non-native speakers of English
2. Teachers of L2 writers need practice in recognizing and identifying errors in student writing
3. Teachers of L2 writers need practice in developing lessons and teaching grammar points and editing strategies to their writing students
4. Teachers of L2 writers need to understand the principles of second language acquisition and of composition theory
5. Teachers of L2 writers should become familiar with language structures needed for different task types and academic disciplines
Concluding Thoughts
Questions for Discussion and Application
Further Reading
Appendix 3.1
ch. 3 Notes
ch. 4. Responding to Student Errors: Issues and Strategies
Choosing Which Errors to Mark
Comprehensive versus Selective Error Correction
Errors versus Style
Criteria for Selective Error Feedback
Consider Errors Common to L2 Writers
Recognize That Different Students May Make Distinct Types of Errors
Students' English Language Learning Backgrounds
The Influence of Specific L1s
Differences in L2 Proficiency
Decide How to Prioritize Feedback for Individual Students
1. Global versus Local Errors
2. Frequent Errors
3. Structures Discussed in Class
Timing of Error Correction
Options for Corrective Feedback
Option 1 Indirect versus Direct Feedback
Option 2 Error Location versus Error Labeling
Option 3 Marking Broader versus Narrower Categories of Errors
Option 4 Codes versus Symbols versus Verbal Comments
Option 5 Textual Corrections versus Endnotes
Option 6 Alternatives to Written Error Correction
Following Up Corrective Feedback
Avoiding Burnout
Concluding Thoughts
Questions for Discussion and Application
Further Reading
Appendix 4.1
ch. 4 Notes
ch. 5. Beyond Error Correction: Teaching Grammar and Self-Editing Strategies to L2 Student Writers
Helping Students Understand the Importance of Editing
Training Students in Self-Editing Strategies
Helping Students Become Aware of Their Most Pervasive Error Patterns
Educating Students about Principles of Successful Self-Editing
Teaching Specific Editing Strategies
Training Students to Look at Problem Areas
Encouraging Students to Track Their Progress
Teaching Students How to Edit under Time Pressure
Providing Grammar Support
A Sample Mini-Lesson Sequence
Mini-Lessons for "Untreatable" Errors
Selecting and Adapting Text Models for Mini-Lessons
Providing Additional Resources for Self-Study
Peer- and Self-Editing Workshops in the L2 Writing Class
Concluding Thoughts
Questions for Discussion and Application
Further Reading
Appendix 5.1
Appendix 5.2
ch. 5 Notes
ch. 6. Beyond Error Treatment: Academic Language Development for L2 Writers
Reading for Writers
Text Selection of Reading Material
Analyzing Vocabulary in a Text
Examining Syntactic Structures in a Text
Readability
Analyzing Written Language for Style and Rhetorical Effectiveness
Designing Classroom Activities
The Role of Extensive Reading
Reading for Language Development: A Summary
Acquiring Vocabulary for Writing
Vocabulary Learning
The "Right" Vocabulary
Collocations
Paraphrasing and Citation
Vocabulary Analysis
Analyzing Texts for Lexical Variety
Lexical Bundles
Evaluating and Editing Students' Own Texts
Syntactic Development
Syntactic Structures for Analysis, Instruction, and Application
Using Corpus Findings and Methods for Writing Instruction
Corpus-Informed Resources
Corpora in the Classroom
Concluding Thoughts
Questions for Discussion and Application
Further Reading
ch. 6 Notes
Postscript: Summary and Putting It All Together
Language Development Sequence for Writing Teachers
Before Teaching the Course
During the Course
After Teaching the Course
Concluding Thoughts.