Re-writing and its pedagogical value: A case study

The research presented in this paper was designed to investigate the fact that, considering the large amount of time and energy teachers devote to the correction of compositions and written work, the effect of this effort on other student learning activities appears to be minimal. The results of this study seem to suggest that correction of this type does not facilitate language learning. The way in which this feedback activity is presented to the students and the status given to it within an approach to the process of writing are key aspects to making corrections helpful in the acquisition of writing skills. (English text).