Part of
Becoming and Being an Applied Linguist: The life histories of some applied linguistsEdited by Rod Ellis
[Not in series 203] 2016
► pp. 137–154
Edited by Rod Ellis
[Not in series 203] 2016
► pp. 137–154
My Story
It Was Always About Writing
References
Bates, L., Lane, J., & Lange, E
(1993) Writing clearly: Responding to student writing. Boston, MA: Heinle.
Bitchener, J., & Ferris, D.R
(2012) Written corrective feedback in second language acquisition and writing. New York, NY: Routledge.
van Beuningen, C., de Jong, N.H., & Kuiken, F
(2012) Evidence on the effectiveness of comprehensive error correction in second language writing. Language Learning, 62(1), 1–41. 
Connor, U
(1987) Argumentative patterns. In U. Connor & R.B. Kaplan (Eds.), Writing across languages: Analysis of L2 text (pp. 57–72). Reading, MA: Addison-Wesley.
Elbow, P
(1973) Writing without teachers. Oxford: Oxford University Press.
Eskey, D.E
(1983) Meanwhile, back in the real world…: Accuracy and fluency in second language teaching. TESOL Quarterly, 17(2), 315–323.
(1988) Holding in the bottom: An interactive approach to the language problems of second language readers. In P.L. Carrell, J. Devine, & D.E. Eskey (Eds.), Interactive approaches to second language reading (pp. 93–100). Cambridge: Cambridge University Press.
Ferris, D.R
(1993) The design and implementation of an automatic analysis program for L2 text research: Necessity and feasibility. Journal of Second Language Writing, 2, 119–129.
(1994a) Lexical and syntactic features of ESL writing by students at different levels of L2 proficiency. TESOL Quarterly, 28, 414–420.
(1994b) Rhetorical strategies in student persuasive writing: Differences between native and non-native speakers. Research in the Teaching of English, 28, 45–65.
(1995a) Can advanced ESL students be taught to correct their most serious and frequent errors? CATESOL Journal, 8, 41–62.
(1995b) Student reactions to teacher response in multiple-draft composition classrooms, TESOL Quarterly, 29, 33–53.
(1995c) Teaching students to self-edit. TESOL Journal 4(4), 18–22.
(1997) The influence of teacher commentary on student revision. TESOL Quarterly, 31, 315–339.
(1999) The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8, 1–10.
(2002/2011) Treatment of error in second language student writing. Ann Arbor, MI: University of Michigan Press.
(2003) Response to student writing. Mahwah, NJ: Lawrence Erlbaum Associates.
(2004) The “grammar correction” debate in L2 writing: Where are we, and where do we go from here? (and what do we do in the meantime…?) Journal of Second Language Writing, 13, 49–62.
(2005) Reflections of a blue-collar linguist. In P. Bruthiaux, D. Atkinson, W. Eggington, W. Grabe, & V. Ramanathan (Eds.), Directions in applied linguistics: Essays in honor of Robert B. Kaplan (pp. 91–101). Clevedon, UK: Multilingual Matters.
(2006) Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing (pp. 81–104). Cambridge: Cambridge University Press.
(2008) Myth 5: Students must learn to correct all their writing errors. In Reid (Ed.) (pp. 90–114).
(2010) Second language writing research and written corrective feedback in SLA: Intersections and practical applications. Studies in Second Language Acquisition, 32, 181–201.
Ferris, D.R., Brown, J., Liu, H., & Stine, M.E.A
(2011) Responding to L2 students in college writing classes: What teachers say and what they do. TESOL Quarterly, 45, 207–234.
Ferris, D.R., Liu, H., & Rabie, B
(2011) “The job of teaching writing”: Teacher views of responding to writing. Writing and Pedagogy, 3(1), 39–77.
Ferris, D.R., & Hedgcock, J.S
(1998/2005) Teaching ESL composition: Purpose, process, and practice. Mahwah, NJ: Lawrence Erlbaum Associates.
Ferris, D.R., Liu, H., Sinha, A., & Senna, M
(2013) Written corrective feedback for individual L2 writers. Journal of Second Language Writing, 22(3), 307–329.
Ferris, D., Pezone, S., Tade, C., & Tinti, S
(1997) Teacher commentary on student writing: Descriptions and implications. Journal of Second Language Writing, 6, 155–182.
Ferris, D.R., & Roberts, B.J
(2001) Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10, 161–184.
Hedgcock, J.S., & Ferris, D.R
(2009) Teaching readers of English: Students, texts, and contexts. New York, NY: Routledge.
Horowitz, D
(1986) Process not product: Less than meets the eye. TESOL Quarterly, 20, 141–144.
Lenneberg, E.H
(1967) Biological foundations of language. New York, NY: John Wiley and Sons.
Matsuda, P.K
(2003) Second-language writing in the twentieth century: A situated historical perspective. In B. Kroll (Ed.), Exploring the dynamics of Second language writing (pp. 15–34). Cambridge: Cambridge University Press.
Patthey-Chavez, G.G., & Ferris, D.R
(1997) Writing conferences and the weaving of multi-voiced texts in college composition. Research in the Teaching of English, 31, 51–90.
Reid, J
(1994) Responding to ESL students’ texts: The myths of appropriation. TESOL Quarterly, 28, 273–292.
Saragi, T., Nation, I.S.P., & Meister, G.F
(1978) Vocabulary learning and reading.System 6(2), 72–78.
Silva, T
(1990) Second language composition instruction: Developments, issues, and directions in ESL. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 11–23). Cambridge: Cambridge University Press.
Truscott, J
(1996) The case against grammar correction in L2 writing classes. Language Learning, 46, 327–369.
(1999) The case for “the case for grammar correction in L2 writing iasses”: A response to Ferris. Journal of Second Language Writing, 8, 111–122.