Abstract
Consideration of their readers' needs is particularly difficult for unskilled writers. This study evaluates the use of reader-response protocols for providing EAP students with holistic non-prescriptive feedback on their writing. The students listened to a reader thinking aloud as she tried to understand their texts and then revised to improve their writing for this reader. Subsequent analysis and comparison of the think-aloud protocols and the students' revisions showed that they were able to use this kind of feedback to find and correct errors in their texts. It also seemed to encoruage them to focus on meaning and content rather than surface errors. The technique requires practice but is a potentially useful adjunct to more familiar forsm of feedback such as peer review.
| Original language | English |
|---|---|
| Title of host publication | Issues in EAP writing research and instruction |
| Editors | Paul Thompson |
| Place of Publication | Reading |
| Pages | 121 |
| Number of pages | 134 |
| Publication status | Published - 1999 |