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ELT Journal 1990 44(4):294-304; doi:10.1093/elt/44.4.294
© 1990 by Oxford University Press
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Feedback in the writing process: a model and methods for implementation

Claudia L. Keh

received her BA in Education from the University of Northern lowa USA), and MA in TESL from UCLA. She has taught in a variety of situations to a variety of students, including refugee children, adult immigrants, businessmen, factory workers (VESL), and university students. She is currently a Lecturer at the Language Center at Baptist College in Hong Kong where she teaches and co-ordinates a writing course and EAP course. Her primary interests are in the teaching of writing, and particularly teaching grammer in the writing process.

This paper is written for any teacher who has tried or uses the ‘process approach’ to writing, and for any teacher who knows of the approach in theory only, not from practice. The emphasis of the paper is one feedback in the writing process, as feedback is the drive which steers the writer through the process of writing on to the product. Specifically, three types of options for feedback are described and discussed. These are peer feedback, conferencing, and written comments.


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