It is thus simultaneously comprehensive in its approach to the existing research and shows teachers how this material applies to their everyday endeavours of responding to student writing and teaching composition classes. Response to student writing - whether it takes the form of teachers' written feedback on content, error correction, teacher-student conferences, or peer response - is an important component of teaching second language writing. The book should be a useful theoretical and practical resource for those involved in this work, including L2 composition researchers, in-service and pre-service teachers of ESOL/EFL writers, and teacher educators preparing graduate students for the teaching of writing.
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