000			01780nam a22002897a#4500
001			826120
007			tz
008			170910t2002 th ||||| |||| 00| 0 eng d
020			_a9780472088089
049			_aPIMLIB
050			_aP53.27 _b.L584P
100			_aLiu, Jun _936480
245			_aPeer response in second language writing classrooms
260			_aAnn Arbor : _bUniversity of Michigan Press, _c2002. _952734
300			_a182 p
449			_aNew Arrivals-Sep 2017
490			_aMichigan series on teaching multilingual writers
520			_aPeer response in which students work together to provide feedback on one another's writing in both written and oral formats through active engagement with each other's progress over multiple drafts, has been discussed in L2 writing literature since the early 1980s. While peer response activities have now become a common feature of L2 writing instruction, much of the research in peer response studies presents conflicting data. There is a need for a comprehensive survey of it in an effort to help teachers sort out what may or may not be useful to them in the classroom. Peer Response in Second Language Writing Classrooms was written to fill that void. Peer Response in Second Language Writing Classrooms will provide teachers with practical guidelines for making peer response effective in the classroom and will offer a theoretical grounding on the purposes and importance of peer review, or feedback, as it relates to current writing instruction pedagogy
650			_aSecond Language _933029
650			_aclassrooms _952755
690			_a0099 คณะศึกษศาสตร์ _949664
700			_aHansen Edwards, Jette _952754
942			_cBK
988			_c826120
998			_asiriporn
999			_c826120 _d826120