Five bad excuses for not doing peer revision of writing in the EFL classroom

24 11 2014

(This post was originally written for the Richmondshare blog and is crossposted here.)


My dear colleague Luiz Otávio Barros wrote a recent post providing ten tips to help teachers give feedback on writing. The ten tips are all very useful and are certainly in-keeping with contemporary ESL/EFL writing pedagogy.


Just like Luiz Otávio, I  also consider White and Arndt’s 1991 book Process Writing a seminal work on how to teach process writing in the ESL/EFL classroom. Other books that have contributed to enhancing my knowledge on second language writing are Campbell’s 1998 book , Teaching Second-language Writing: Interaction with Text, the University of Michigan Press’s 2002 series on Second Language Writing (Carnagarajah, 2002; Ferris, 2002, Liu and Hansen, 2002), and Ferris and Hedgcock’s 2005 book Teaching ESL Composition: Purpose, process, and practice.


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Process Writing in a Product-Oriented Context: Challenges and Possibilities

9 07 2014

revista brasileira de linguistica aplicada


I’d like to ask my interlocutors for permission to share an article of mine that was just published in a renowned Brazilian journal called Revista Brasileira de Linguística Aplicada. It is based on my doctoral research and here is the abstract:

This case study analyzed to what extent localized process writing pedagogy is applicable and effective in an EFL context and how students respond and react to it. A class of 16 intermediate-level teenage students in an ELT Institute in Brazil was selected. A carefully planned project on process-based writing was followed, and students’ performance in and reactions to each stage of the process were analyzed. Concurrently, the study also investigated the teaching of writing in students’ native language – Portuguese – in their regular schools. It could be concluded that the teaching of writing in the regular schools focuses more on the product than on the process and that a pedagogical approach focused on the process in the EFL classroom can serve to fill in the gaps left by the students’ experiences with writing in L1.

It took me a while to have this article published and I´m glad that it came out in a Brazilian journal, but I’m also glad it is in English, enabling me to expand my circle of interlocutors. If you are interested in the topic, have a look and let me know what you think. Feedback will be very much appreciated!

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