Reading and responding to EAL students’ writing can be perplexing because of the sheer volume of language factors at play—including, among others, grammatical control, phraseology, register, and cohesion. This session starts by reviewing relevant research findings from the field of second language writing—for example, that the practice of marking all grammar errors is not only time-consuming, but also likely ineffective or harmful for students' writing development. Effective response strategies that will be discussed include helping students to use models while writing without "just copying" the models; identifying a priority of concerns; identifying language patterns; and deciding on the best type of feedback, e.g., direct or indirect, summative or formative. Participants will work through concrete strategies for reading and evaluating their EAL students' writing, addressing questions about grammar errors, fair grading practices, and effective modes of feedback.
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