Feedback on composition: a case study of a remedial sixth-grader

Marilda C. Cavalcanti, Andrew D. Cohen


This paper reports on a case study conducted in Brazil, aimed at investigating the relationship between what a Portuguese
native-language teacher provided as feedback on compositions in a remedial sixth-grade class and what the students thought about and did with that feedback. The study called for the teacher to fill out a questionnaire and to provide verbal report protocol data while making comments on the composition of a selected student. The student also
provided a verbal report protocol concerning his reactions to the feedback, and all the students in the class filled out a questionnaire about their handling of the feedback.


English Language; English


Copyright (c) 1993 Marilda C. Cavalcanti, Andrew D. Cohen

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