@article{oai:sucra.repo.nii.ac.jp:00019954,
 author = {Milne, Alan George and ミルン, アランジョージ},
 issue = {2},
 journal = {埼玉大学紀要. 教養学部, Saitama University Review. Faculty of Liberal Arts},
 month = {Mar},
 note = {Cognitive psychologist Steven Pinker, quoting from Darwin, stated that, “Man has an instinctive tendency to speak, as we see in the babble of our young children, but no child has an instinctive tendency to bake, brew, or write” And of all the language skills we acquire as a first language and have to learn as both a first and a second language, there is no doubt that writing is the most challenging to master to any degree of fluency and to teach with any level of competency. This challenge becomes more pronounced in an L2 setting if students have progressed into higher education where the level of writing makes the leap from general writing skills, to a more academic format, structure and register. To further compound matters, when students submit written work, writing teachers are faced with the dilemma of how to provide guidance and feedback that is both useful in their learner’s linguistic development, and helpful in their mastering the structure required to conform to a strictly defined set of rules that constitutes the academic writing genre. Below is an account of my journey through this maelstrom brought about through necessity after the COVID-19 pandemic forced classes online and how this helped me reassess my essay feedback for the better., text, application/pdf},
 pages = {161--173},
 title = {Writer Feedback : Tracing the process of personal change in feedback strategies gained during teaching online classes.},
 volume = {58},
 year = {2023}
}