By Redman P.
At some point soon of their reviews so much scholars can have learn or been instructed that they need to write 'using their very own words', or can have been warned approximately 'plagiarism' (that is, intentionally trying to go off an individual else's paintings as your own). the matter is that, rather first and foremost in their experiences or whilst returning after an extended absence, scholars will not be continually convinced what 'writing on your personal phrases' ability. occasionally they're even blind to the truth that they've got copied or very heavily paraphrased the tutorial fabric from which they're operating. while you are a pupil who's in any respect not sure approximately those matters, then Writing on your personal phrases is for you.
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Sooner or later of their experiences such a lot scholars can have learn or been informed that they have to write 'using their very own words', or can have been warned approximately 'plagiarism' (that is, intentionally trying to go off a person else's paintings as your own). the matter is that, really first and foremost in their reports or whilst returning after an extended absence, scholars usually are not consistently definite what 'writing on your personal phrases' capability.
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Extra info for Writing in Your Own Words
Example text
Thus, this small but growing research base, while it does not answer all theoretical questions related to error correction, should not be ignored as meaningless, either. , on new texts rather than only revised ones). Using a controlled quasi-experimental 1: Is Error Treatment Helpful for L2 Writers? , 2011) was also the most substantial, examining the effects of corrective feedback given to hundreds of student writers on both revisions and new texts and considering a wider variety of error categories than had earlier studies.
Using a controlled quasi-experimental 1: Is Error Treatment Helpful for L2 Writers? , 2011) was also the most substantial, examining the effects of corrective feedback given to hundreds of student writers on both revisions and new texts and considering a wider variety of error categories than had earlier studies. 14 Truscott (1996) anticipated this argument and responded that “students believe in correction . . but that does not mean that teachers should give it to them” (p. 359) and that teachers should, rather than giving in to this student desire, help them adjust to the absence of grammar correction (see Truscott, 1999).
Second, because SLA takes time, we should not expect students’ accuracy to improve overnight. Third, and most important for the purposes of this book, L2 student writers need (a) a focus on different linguistic issues or error patterns than native speakers do; (b) feedback or error correction that is tailored to their linguistic knowledge and experience; and (c) instruction that is sensitive to their unique linguistic gaps and needs for strategy training, including not only strategies for finding, fixing, and avoiding errors but also for continued development of language structures that will strengthen their writing across a variety of tasks and genres.