This list contains references from the content that can be linked to their source. For a full set of references and notes please see the PDF or HTML where available.
T. Ashwell (2000). Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method? Journal of Second Language Writing, 9, 227–258.
J. Bitchener (2008). Evidence in support of written corrective feedback. Journal of Second Language Writing, 17, 102–118.
J. Bitchener , & U. Knoch (2008). The value of written corrective feedback for migrant and international students. Language Teaching Research, 12, 409–431.
L. Brannon , & C. H. Knoblauch (1982). On students’ rights to their own texts: A model of teacher response. College Composition and Communication, 33, 157–166.
J. Chandler (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12, 267–296.
J. Chandler (2004). A response to Truscott. Journal of Second Language Writing, 13, 345–348.
S. P. Corder (1967). The significance of learners’ errors. International Review of Applied Linguistics, 5, 161–170.
R. Ellis (1998). Teaching and research: Options in grammar teaching. TESOL Quarterly, 32, 39–60.
R. Ellis , Y. Sheen , M. Murakami , & H. Takashima (2008). The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System, 36, 353–371.
D. E. Eskey (1983). Meanwhile, back in the real world…: Accuracy and fluency in second language teaching. TESOL Quarterly, 17, 315–323.
D. R. Ferris (1999). The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8, 1–10.
D. R. Ferris (2004). The “grammar correction” debate in L2 writing: Where are we, and where do we go from here? (and what do we do in the meantime…?). Journal of Second Language Writing, 13, 49–62.
D. R. Ferris , & B. Roberts (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10, 161–184.
P. Hartwell (1985). Grammar, grammars, and the teaching of grammar. College English, 47, 105–127.
J. S. Hedgcock , & N. Lefkowitz (1994). Feedback on feedback: Assessing learner receptivity in second language writing. Journal of Second Language Writing, 3, 141–163.
J. S. Hedgcock , & N. Lefkowitz (1996). Some input on input: Two analyses of student response to expert feedback on L2 writing. Modern Language Journal, 80, 287–308.
J. M. Hendrickson (1980). The treatment of error in written work. Modern Language Journal, 64, 216–221.
D. Horowitz (1986). Process not product: Less than meets the eye. TESOL Quarterly, 20, 141–144.
A. M. Johns (1995). Genre and pedagogical purposes. Journal of Second Language Writing, 4, 181–190.
C. G. Kepner (1991). An experiment in the relationship of types of written feedback to the development of second-language writing skills. Modern Language Journal, 75, 305–313.
J. F. Lalande II. (1982). Reducing composition errors: An experiment. Modern Language Journal, 66, 140–149.
I. Leki (1991). The preferences of ESL students for error correction in college-level writing classes. Foreign Language Annals, 24, 203–218.
R. Lyster , & L. Ranta (1997). Corrective feedback and learner uptake. Studies in Second Language Acquisition, 19, 37–66.
D. S. Qi , & S. Lapkin (2001). Exploring the role of noticing in a three-stage second language writing task. Journal of Second Language Writing, 10, 277–303.
J. Reid (1994). Responding to ESL students’ texts: The myths of appropriation. TESOL Quarterly, 28, 273–292.
T. Robb , S. Ross , & I. Shortreed (1986). Salience of feedback on error and its effect on EFL writing quality. TESOL Quarterly, 20, 83–93.
H. Semke (1984). The effects of the red pen. Foreign Language Annals, 17, 195–202.
Y. Sheen (2007). The effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of articles. TESOL Quarterly, 41, 255–283.
T. Silva (1988). Comments on Vivian Zamel’s “Recent research on writing pedagogy.” TESOL Quarterly, 22, 517–519.
T. Silva , I. Leki , & J. Carson (1997). Broadening the perspective of mainstream composition studies: Some thoughts from the disciplinary margins. Written Communication, 14, 398–428.
N. Sommers (1980). Revision strategies of student writers and experienced adult writers. College Composition and Communication, 31, 378–388.
N. Sommers (1982). Responding to student writing. College Composition and Communication, 33, 148–156.
J. Truscott (1996). The case against grammar correction in L2 writing classes. Language Learning, 46, 327–369.
J. Truscott (1999). The case for “the case for grammar correction in L2 writing classes”: A response to Ferris. Journal of Second Language Writing, 8, 111–122.
J. Truscott (2004). Evidence and conjecture: A response to Chandler. Journal of Second Language Writing, 13, 337–343.
J. Truscott (2007). The effect of error correction on learners’ ability to write accurately. Journal of Second Language Writing, 16, 255–272.
J. Truscott , & A. Y.-P. Hsu (2008). Error correction, revision, and learning. Journal of Second Language Writing, 17, 292–305.
V. Zamel (1982). Writing: The process of discovering meaning. TESOL Quarterly, 16, 195–209.