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dc.contributor.authorReyes, Michael
dc.contributor.authorFiore, Francesca
dc.date.accessioned2020-08-26T13:02:46Z
dc.date.available2020-08-26T13:02:46Z
dc.date.issued2020-08
dc.identifier.citationReyes, Michael & Fiore, Francesca. (2020). Cracking the Correction Code: Improving Student Writing in the Second Language Classroom and Beyond.en
dc.identifier.isbn978-1-55339-626-0
dc.identifier.urihttp://hdl.handle.net/1974/28058
dc.description.abstractThis guide is meant to empower language instructors by providing them with empirically tested ways to correct the language mistakes in their students’ writing. The guide describes different types of feedback that instructors can use, and provides principles of effectiveness to help instructors decide which types of feedback best meet the needs of their students. It is intended for instructors new to language teaching, such as graduate students, as well as experienced language instructors who may be unsure of which types of feedback may be most effective.en
dc.language.isoenen
dc.relationEducational Research Granten
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectHumanitiesen
dc.subjectLinguistic Subjectsen
dc.subjectPedagogical Worken
dc.subjectSocial Sciencesen
dc.subjectRomance Languagesen
dc.subjectFrench Languageen
dc.subjectBilingualismen
dc.subjectEducationen
dc.subjectLanguages and Linguisticsen
dc.titleCracking the Correction Code: Improving Student Writing in the Second Language Classroom and Beyond.en
dc.typeotheren
project.funder.nameCenter for Teaching and Learning at Queen's Universityen
oaire.awardURIhttps://www.queensu.ca/ctl/grants/educational-research-grantsen


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Attribution-NonCommercial-NoDerivs 3.0 United States
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 United States