This project responds to a call for research in the field of second language (L2) composition. Specifically, it concerns teacher response. One way for teachers to verify if they are reaching their objectives in a writing course is to make the connection between their attitudes toward writing and their comments on student papers. / The present study presents the results of a national survey of 107 ESL composition teachers. Participants were asked to do the following: (1) to respond to The Emig-King Attitude Scale for Teachers (instrument #1), which measures attitudes of preference, perception and process of writing, (2) to respond to a first draft of a sample ESL composition (instrument #2), and (3) to explain their comments and describe how they would proceed in subsequent drafts. / The survey was analyzed to see to what degree teachers actually respond to those aspects of writing that they believe to be most important. Teachers' comments were classified into the following categories: content, organization, vocabulary, language use and mechanics. / Results indicate that respondents' preference, perception and process of writing did not correlate with the number of responses to the above five categories. That is, teachers' response styles varied even though they had similar attitudes toward writing. However, many teachers did respond to the student writing based on their own definitions of good writing; therefore, the conclusion drawn from this study is that teacher training in ESL composition will help teachers practice annotation styles which guide the student through the entire writing process and effectively communicate the goals of the assignment. / My belief is that if teachers become aware of their preference for writing, perception of good writing, and process in writing, they will be better prepared to communicate the goals of the assignment at each stage during the drafting process. However, more research which includes the context of the classroom and multiple drafts of one student essay is needed to make such an assumption. / Source: Dissertation Abstracts International, Volume: 55-12, Section: A, page: 3725. / Major Professor: Frederick L. Jenks. / Thesis (Ph.D.)--The Florida State University, 1994.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77304 |
| Contributors | Blake, Frances Elizabeth., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 246 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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