The effects of explicit grammar feedback on student writing

Abstract

Grammar, the order and coordination of words in the English language, is essential to useful and elegant communication. This study addresses the effect of teacher feedback on student writing. Three groups of five freshmen students wrote three essays, and following teacher critique, revised the writing. Each group received different styles of feedback: explicit grammar corrections within the text, marginal notes without specific correction, or narrative teacher response. The results showed that all students improved their writing, but the group receiving a narrative response from the teacher developed a higher level of ideas and organizational structure within their writing.