SHARING THE RESPONSIBILITY OF FEEDBACK IN ACADEMIC WRITING

Abstract

Recent changes in writing pedagogy and research have transformed feedback practices. Summative feedback, designed to evaluate writing as a product, has been replaced by formative feedback that points to the student’s future writing and development of writing processes. Teacher comments are now being supplemented with writing conferences, workshops, and peer feedback. The objective of this paper is to examine both teacher feedback and peer feedback in the context of an academic writing course. More specifically, the aim is to identify the patterns of interaction and regulation in teacher and peer feedback by analyzing examples of student writing. Through this analysis, an attempt will be made to highlight those practices which are most beneficial to L2 writers.