Abstract

A common pattern in teacher feedback to ESL writing is to provide students feedback on primarily grammar, often sidelining content (Ferris, 2003). This research is a second study of an original study done by Yi (2010) on a rhetoric revision log. This Rhetoric Revision Log (RRL) helped teachers and students track content errors in writing. This research further studies the success of the RRL with some minor changes made based on previous research results. Data consists of the Rhetoric Revision Log (RRL) given to 42 students in three different ESL writing classes at the same level with four different teachers. All students' pretests, posttests, response to surveys in regards to the use of the log, response to interviews in regards to the log, and the data on content-based needed revisions were analyzed. Teachers' responses in interviews were examined, as well, to draw conclusions about the efficacy of the log. Results show that the use of the RRL helped students reduce content errors in writing. Findings from student surveys and interviews indicate that a majority of students find the RRL beneficial, and teacher interviews provided positive feedback about the implementation of the log in ESL writing classes.

Degree

College and Department

Humanities; Linguistics and English Language

Rights

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