Preface to Third Edition
Dana’s Acknowledgments
Sabina’s Acknowledgments
Chapter 1: Is Error Treatment Helpful for L2 Writers?
Definitions
“Error”
“Treatment”
“Second Language Writing/Writers”
International Students
English as a Foreign Language (EFL) Students
Late-Arriving Resident Immigrant Students
Early-Arriving or Generation 1.5 Students
Historical Perspectives on Error Treatment
Second Language Acquisition and Its Implications for Error Treatment
A Brief History of Error Treatment in L2 Writing
Challenges to Error Correction in L2 Writing Classes
Recent Research Trends on WCF in SLA
Perspectives on Error Treatment in Writing Studies
The Role of AI/AWE in Error Treatment
Arguments for Error Treatment
Error Feedback Helps Students Revise Their Texts
Error Feedback Leads to Accuracy Gains Over Time
Students and Teachers Value Error Feedback
Written Accuracy is Important Outside the Classroom
Concluding Thoughts
Questions for Discussion and Application
Chapter 1 Notes
Chapter 1 References
Chapter 2: Research on Corrective Feedback in L2 Writing
Effects of Corrective Feedback on Student Writing
Adequacy of Teacher Feedback
Student Uptake of Error Feedback
The Influence of Error Feedback on Student Revision
Effects of Error Feedback on Student Accuracy over Time
SLA Studies of Written Corrective Feedback
Classroom Studies of the Effects of Corrective Feedback Over Time
Research on Feedback Approaches
Focused and Unfocused Feedback
Direct and Indirect Feedback
Explicitness of Feedback
Effects of Error Feedback Across Different Linguistic Categories
Global and Local Errors
Treatable and Untreatable Errors
Beyond Corrective Feedback: Effects of Other Classroom Interventions on Students’ Written Accuracy
Alternate Forms of Error Feedback
Error Correction and Revision
In-Class Grammar Instruction
Error Charts
Student Views of Error Treatment in Writing Classes
Possible Directions for Further Research
Methodology
Questions for Further Research
Longitudinal AND Contextualized?
Effective vs. Ineffective Error Treatment
Student Views and Individual Differences
AWE and AI-Generated Feedback
Concluding Thoughts
Questions for Discussion and Application
Chapter 2 Notes
Chapter 2 References
Chapter 3: Responding to Student Errors: Issues and Strategies
Choosing Which Errors to Mark
Comprehensive Versus Selective Error Correction
Errors Versus Style
Criteria for Selective Error Feedback
Errors Common to L2 Writers
Different Students May Make Distinct Types of Errors
Students’ English Language Learning Backgrounds
The Influence of Specific L1s
The Growing Influence of Digital Writing
Differences in L2 Proficiency
Decide How to Prioritize Feedback for Individual Students
Global vs. Local Errors
Frequent Errors
Structures Covered in Class
Timing of Corrective Feedback
Options for Corrective Feedback
Indirect Versus Direct Feedback
Error Location Versus Error Labeling
Marking Broader Versus Narrower Categories of Errors
Codes Versus Symbols Versus Verbal Comments
In-Text Corrections Versus End Notes
Error Conferences
Technology in Corrective Feedback
Detecting AI in Student Writing
Providing Feedback Using Technology
Following Up Corrective Feedback
Avoiding Burnout
Chapter Summary
Questions for Discussion and Application
Chapter 3 Notes
Chapter 3 References
Chapter 4: Beyond Error Correction: Teaching Grammar and Self-Editing Strategies to L2 Student Writers
Helping Students Understand the Importance of Editing
Training Students in Self-Editing Strategies
Educating Students About Principles of Successful Self-Editing
Teaching Specific Editing Strategies
Training Students to Look at Problem Areas
Encouraging Students to Track Their Progress
Utilizing Dynamic Written Corrective Feedback
Teaching Students How to Edit Under Time Pressure
Using AI Wisely
Providing Grammar Support
A Sample Mini-Lesson Sequence
Mini-Lessons for “Untreatable” Errors
Common Errors Mini-Lessons
Selecting and Adapting Text Models for Mini-Lessons
Providing Additional Resources for Self-Study
Language Development Self-Study Projects
Peer and Self-Editing Workshops in the L2 Writing Class
Peer Editing in Collaborative Writing Tasks
Summary
Questions for Discussion and Application
Chapter 4 Notes
Chapter 4 References
Appendix 4A: Comma Rules: The “Big 3”
Appendix 4B: Mini-Lesson on “Untreatable” Errors in Word Choice
Appendix 4C: Sample Instructions for Language Development Projects
Chapter 5: Building L2 Writers’ Linguistic Repertoires
Teaching Language in a Writing Class: Why and How?
Reading for Writers
Text Selection
Analyzing Vocabulary in a Text
Examining Syntactic Structures in a Text
Readability
Analyzing Written Language for Rhetorical Effectiveness
Designing Classroom Activities
The Role of Extensive Reading
The Role of Technology in Reading
Reading for Language Development: A Summary
Acquiring Vocabulary for Writing
Vocabulary Learning
The “Right” Vocabulary
Collocations
Paraphrasing and Citation
Vocabulary Analysis
Analyzing Texts for Lexical Variety
Lexical Bundles
Evaluating and Editing Students’ Own Texts
Syntactic Development
Syntactic Structures for Analysis, Instruction, & Application
Using Corpus Findings and Methods for Writing Instruction
Corpus-Informed Resources
Corpora in the Classroom
Chapter Summary
Questions for Discussion and Application
Chapter 5 Notes
Chapter 5 References
Chapter 6: Putting It All Together
Understanding the Problem
Teachers’ Error Treatment Strategies May Not Always be Effective
Teacher Preparation Programs May Not Adequately Address Error Treatment
Teachers May Have Philosophical Objections to Error Treatment
Preparing Teachers for Error Treatment: Principles
Teacher Preparation for the Treatment of Error: Summary
Putting it All Together: How Error Treatment Fits into Writing Instruction
Language Development Sequence for Writing Teachers
Before Teaching the Course
During the Course
After Teaching the Course
Conclusion
Questions for Discussion and Application
Chapter 6 Notes
Chapter 6 References
Appendix 6: Sample Assignment Types for Teacher Preparation Courses
Index
