A INFLUÊNCIA DO ‘FEEDBACK’ ESCRITO PELO PROFESSOR NOS PROCESSOS DE REVISÃO DE SEUS ALUNOS DE ESCRITURA EM INGLÊS COMO LÍNGUA ESTRANGEIRA

Abstract

The present study was designed to address the effectiveness of teacher written feedback on students’ revisions. It proposes an analytical model for text evaluation, composed of a set of rules encapsulating content, form, textual organization, grammar and mechanics. The results suggest that writers value and profit from this strategy. In attempting to respond to most of the problems pointed out by the teacher, positive changes were introduced to the revised texts. The conclusions indicate that, although teacher feedback cannot resolve all the problems encountered in writers’ texts, it can help learners to improve their capacity of text production.