May 9, 2024
3:00 – 4:30 PM
BYU-Hawaii Campus, Laie
Writing teachers spend a considerable amount of time and energy responding to student
writing (Sommers, 1982). This is partially because students expect and value feedback and
teachers overwhelmingly view it as an important part of teaching writing (Hartshorn & Evans,
2015; Weaver, 2006). And while it is a principal component of writing instruction, new and even
experienced instructors can find the response endeavor daunting and frustrating (Edgington,
2016; Ferris, 2014; Mahfoodh, 2017; Stern & Solomon, 2006). New teachers in particular may
be eager for “best practice” recommendations to make the response process more meaningful,
rewarding, effective, and manageable (Ferris, 2014).
If teachers feel uncertain about how to respond to writing, this should not be taken as a
sign that research on the practice does not exist. In fact, such research has been a significant areaof study since the 1980s. A number of scholars, including Anson (1989), Ferris (2003), Goldstein (2005), Hyland and Hyland (2019), Liu and Hansen Edwards (2018), and Sorcinelli and Elbow (1997) have conducted extensive reviews of the response literature or edited volumes on the topic. This kind of research on feedback practices has provided valuable insights. Yet, teachers are often left to their own devices and ingenuity to implement them. There are few resources to translate good advice and practices into actionable response plans. More importantly, response practices discussed in the literature are rarely accompanied by evidence of their effectiveness, the theoretical background to support them, or ideas for modifying the practice for different student groups.
In this 90-minute workshop, Dana Ferris, Grant Eckstein, and Betsy Gilliland will share
practical insights and evidence-based strategies sourced from their forthcoming edited collection, “Responding to Writing: A Practical Sourcebook for Instructors.” Drawing on decades of research and teaching experience, the presenters will explore various facets of responding to ESL writing, including teacher feedback, peer response, guided self-feedback, and technology-
assisted feedback that can best support student writing development. Through interactive
discussions and hands-on activities, participants will get immediate and practical tips for
responding to ESL writing that are grounded in current research. Whether you’re a new instructor seeking guidance or a seasoned educator looking to enhance your teaching repertoire, join us for practical tips and strategies to elevate your ESL writing instruction.