“We improved presenting voice in our writing”

References

1. Barton, E., Ariail, J., & Smith, T.
   (2004) The professional in the personal: The genre of personal statements in residency applications. Issues in Writing, 15(1), 76–124.
   [Google Scholar]
2. Bekins, L. K., Huckin, T. N., & Kijak, L.
   (2004) The personal statement in medical school applications: Rhetorical structure in a diverse and unstable context. Issues in Writing, 15(1), 56–75.
   [Google Scholar]
3. Bhatia, V. K.
   (1993) Analyzing genre: Language use in professional settings. Longman.
   [Google Scholar]
4. Bitchener, J.
   (2008) Evidence in support of written corrective feedback. Journal of Second Language Writing, 17(2), 102–118. 10.1016/j.jslw.2007.11.004
   https://doi.org/10.1016/j.jslw.2007.11.004 [Google Scholar]
5. Bitchener, J., & Knoch, U.
   (2010) The contribution of written corrective feedback to language development: A ten-month investigation. Applied Linguistics, 31(2), 193–214. 10.1093/applin/amp016
   https://doi.org/10.1093/applin/amp016 [Google Scholar]
6. Canagarajah, A. S.
   (2001) The fortunate traveler: Shuttling between communities and literacies by economy class. InD. Belcher & U. Connor (Eds.), Reflections on multiliterate lives (pp.23–37). Multilingual Matters. 10.21832/9781853597046‑004
   https://doi.org/10.21832/9781853597046-004 [Google Scholar]
7. Canagarajah, A. S.
   (2015) “Blessed in my own way:” Pedagogical affordances for dialogical voice construction in multilingual student writing. Journal of Second Language Writing, 27, 122–139. 10.1016/j.jslw.2014.09.001
   https://doi.org/10.1016/j.jslw.2014.09.001 [Google Scholar]
8. Chandler, J.
   (2003) The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12(3), 267–296. 10.1016/S1060‑3743(03)00038‑9
   https://doi.org/10.1016/S1060-3743(03)00038-9 [Google Scholar]
9. Chiu, Y. T.
   (2016) Singing your tune: Genre structure and writer identity in personal statements for doctoral applications. Journal of English for Academic Purposes, 21, 48–59. 10.1016/j.jeap.2015.11.001
   https://doi.org/10.1016/j.jeap.2015.11.001 [Google Scholar]
10. Cho, K., Schunn, C. D., & Charney, D.
    (2006) Commenting on writing: Typology and perceived helpfulness of comments from novice peer reviewers and subject matter experts. Written Communication, 23(3), 260–294. 10.1177/0741088306289261
    https://doi.org/10.1177/0741088306289261 [Google Scholar]
11. Diab, N. M.
    (2016) A comparison of peer, teacher and self-feedback on the reduction of language errors in student essays. System, 57, 55–65. 10.1016/j.system.2015.12.014
    https://doi.org/10.1016/j.system.2015.12.014 [Google Scholar]
12. Ding, H. L.
    (2007) Genre analysis of personal statements: Analysis of moves in application essays to medical and dental schools. English for Specific Purposes, 26(3), 368–392. 10.1016/j.esp.2006.09.004
    https://doi.org/10.1016/j.esp.2006.09.004 [Google Scholar]
13. DiPardo, A., Storms, B. A., & Selland, M.
    (2011) Seeing voices: Assessing writerly stance in the NWP analytic writing continuum. Assessing Writing, 16(3), 170–188. 10.1016/j.asw.2011.01.003
    https://doi.org/10.1016/j.asw.2011.01.003 [Google Scholar]
14. Dowhan, A., Dowhan, C., & Kaufman, D.
    (2009) Essays that will get you into medical school. Barron’s Educational Series.
    [Google Scholar]
15. Ellis, R.
    (2009) A typology of written corrective feedback types. ELT Journal, 63(2), 97–107. 10.1093/elt/ccn023
    https://doi.org/10.1093/elt/ccn023 [Google Scholar]
16. Ellis, R.
    (2010) A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition, 32, 335–349. 10.1017/S0272263109990544
    https://doi.org/10.1017/S0272263109990544 [Google Scholar]
17. Ene, E., & Upton, T.
    (2014) Learner uptake of teacher electronic feedback in ESL composition. System, 46(1), 80–95. 10.1016/j.system.2014.07.011
    https://doi.org/10.1016/j.system.2014.07.011 [Google Scholar]
18. Ene, E., & Upton, T.
    (2018) Synchronous and asynchronous teacher electronic feedback and learner uptake in ESL composition. Journal of Second Language Writing, 41, 1–13. 10.1016/j.jslw.2018.05.005
    https://doi.org/10.1016/j.jslw.2018.05.005 [Google Scholar]
19. Ferris, D. R.
    (1997) The influence of teacher commentary on student revision. TESOL Quarterly, 4, 18–22. 10.2307/3588049
    https://doi.org/10.2307/3588049 [Google Scholar]
20. Ferris, D. R.
    (1999) The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8(1), 1–11. 10.1016/S1060‑3743(99)80110‑6
    https://doi.org/10.1016/S1060-3743(99)80110-6 [Google Scholar]
21. Ferris, D. R.
    (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(1), 49–62. 10.1016/j.jslw.2004.04.005
    https://doi.org/10.1016/j.jslw.2004.04.005 [Google Scholar]
22. Ferris, D. R.
    (2010) Second language writing research and written corrective feedback in SLA: Intersections and practical applications. Studies in Second Language Acquisition, 32(2), 181–201. 10.1017/S0272263109990490
    https://doi.org/10.1017/S0272263109990490 [Google Scholar]
23. Ferris, D. R., & Hedgcock, J. S.
    (2005) Teaching ESL composition: Purpose, process and practice (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
    [Google Scholar]
24. 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. 10.1016/j.jslw.2012.09.009
    https://doi.org/10.1016/j.jslw.2012.09.009 [Google Scholar]
25. Han, Y., & Hyland, F.
    (2015) Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30, 31–44. 10.1016/j.jslw.2015.08.002
    https://doi.org/10.1016/j.jslw.2015.08.002 [Google Scholar]
26. Hanauer, D. I.
    (2014) Appreciating the beauty of second language poetry writing. InD. Disney (Ed.), Exploring second language creative writing: Beyond Babel (pp.11–22). John Benjamins Publishing Company. 10.1075/lal.19.01han
    https://doi.org/10.1075/lal.19.01han [Google Scholar]
27. Hanauer, D. I.
    (2015) Measuring voice in poetry written by second language learners. Written Communication, 32(1), 66–86. 10.1177/0741088314563023
    https://doi.org/10.1177/0741088314563023 [Google Scholar]
28. Hattie, J., & Timperley, H.
    (2007) The power of feedback. Review of Educational Research, 77(1), 81–112. 10.3102/003465430298487
    https://doi.org/10.3102/003465430298487 [Google Scholar]
29. Helms-Park, R., & Stapleton, P.
    (2003) Questioning the importance of individualized voice in undergraduate L2 argumentative writing: An empirical study with pedagogical implications. Journal of Second Language Writing, 12(3), 245–265. 10.1016/j.jslw.2003.08.001
    https://doi.org/10.1016/j.jslw.2003.08.001 [Google Scholar]
30. Hirvela, A., & Belcher, D.
    (2001) Coming back to voice: The multiple voices and identities of mature multilingual writers. Journal of Second Language Writing, 10(1–2), 83–106. 10.1016/S1060‑3743(00)00038‑2
    https://doi.org/10.1016/S1060-3743(00)00038-2 [Google Scholar]
31. Hovardas, T., Tsivitanidou, O. E., & Zacharia, Z. C.
    (2014) Peer versus expert feedback: An investigation of the quality of peer feedback among secondary school students. Computers and Education, 71, 133–152. 10.1016/j.compedu.2013.09.019
    https://doi.org/10.1016/j.compedu.2013.09.019 [Google Scholar]
32. Hyland, F.
    (2003) Focusing on form: Student engagement with teacher feedback. System, 31(2), 217–230. 10.1016/S0346‑251X(03)00021‑6
    https://doi.org/10.1016/S0346-251X(03)00021-6 [Google Scholar]
33. Hyland, F., & Hyland, K.
    (2001) Sugaring the pill: Praise and criticism in written feedback. Journal of Second Language Writing, 10(3), 185–212. 10.1016/S1060‑3743(01)00038‑8
    https://doi.org/10.1016/S1060-3743(01)00038-8 [Google Scholar]
34. Jacobs, H. L., Zinkgraf, S. A., Wormuth, D. R., Hartfiel, V. F., & Hughey, J. B.
    (1981) Testing ESL composition: A practical approach. Newbury House.
    [Google Scholar]
35. Jwa, S.
    (2012) Modeling L2 writer voice: Discoursal positioning in fanfiction writing. Computers and Composition, 29(4), 323–340. 10.1016/j.compcom.2012.10.001
    https://doi.org/10.1016/j.compcom.2012.10.001 [Google Scholar]
36. Lam, W. S. F.
    (2000) L2 literacy and the design of the self: A case study of a teenager writing on the internet. TESOL Quarterly, 34(3), 457–482. 10.2307/3587739
    https://doi.org/10.2307/3587739 [Google Scholar]
37. Lee, I.
    (2017) Classroom assessment and feedback in L2 school contexts. Springer Singapore. 10.1007/978‑981‑10‑3924‑9
    https://doi.org/10.1007/978-981-10-3924-9 [Google Scholar]
38. Leki, I.
    (2006) Negotiating socioacademic relations: English learners’ reception by and reaction to college faculty. Journal of English for Academic Purposes, 5(2), 136–152. 10.1016/j.jeap.2006.03.003
    https://doi.org/10.1016/j.jeap.2006.03.003 [Google Scholar]
39. Li, Y., & Deng, L. M.
    (2019) I am what I have written: A case study of identity construction in and through personal statement writing. Journal of English for Academic Purposes, 37, 70–87. 10.1016/j.jeap.2018.11.005
    https://doi.org/10.1016/j.jeap.2018.11.005 [Google Scholar]
40. Matsuda, P. K.
    (2001) Voice in Japanese written discourse: Implications for second language writing. Journal of Second Language Writing, 10(1–2), 35–53. 10.1016/S1060‑3743(00)00036‑9
    https://doi.org/10.1016/S1060-3743(00)00036-9 [Google Scholar]
41. Matsuda, P. K., & Tardy, C. M.
    (2007) Voice in academic writing: The rhetorical construction of author identity in blind manuscript review. English for Specific Purposes, 26(2), 235–249. 10.1016/j.esp.2006.10.001
    https://doi.org/10.1016/j.esp.2006.10.001 [Google Scholar]
42. Park, E. S., Song, S., & Shin, Y. K.
    (2016) To what extent do learners benefit from indirect written corrective feedback? A study targeting learners of different proficiency and heritage language status. Language Teaching Research, 20(6), 678–699. 10.1177/1362168815609617
    https://doi.org/10.1177/1362168815609617 [Google Scholar]
43. Rahimi, M.
    (2019) A comparative study of the impact of focused vs. comprehensive corrective feedback and revision on ESL learners’ writing accuracy and quality. Language Teaching Research, 00(0), 1–24. 10.1177/1362168819879182
    https://doi.org/10.1177/1362168819879182 [Google Scholar]
44. Romano, T.
    (2004) Crafting authentic voice. Heinemann.
    [Google Scholar]
45. Samraj, B., & Monk, L.
    (2008) The statement of purpose in graduate program application: Genre structure and disciplinary variation. English for Specific Purposes, 27(2), 193–211. 10.1016/j.esp.2007.07.001
    https://doi.org/10.1016/j.esp.2007.07.001 [Google Scholar]
46. Sato, M., & Loewen, S.
    (2018) Metacognitive instruction enhances the effectiveness of corrective feedback: Variable effects of feedback types and linguistic targets. Language Learning, 68(2), 507–545. 10.1111/lang.12283
    https://doi.org/10.1111/lang.12283 [Google Scholar]
47. Shintani, N., & Aubrey, S.
    (2016) The effectiveness of synchronous and asynchronous written corrective feedback on grammatical accuracy in a computer-mediated environment. The Modern Language Journal, 100(1), 296–319. 10.1111/modl.12317
    https://doi.org/10.1111/modl.12317 [Google Scholar]
48. Shintani, N., & Ellis, R.
    (2013) The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article. Journal of Second Language Writing, 22(3), 286–306. 10.1016/j.jslw.2013.03.011
    https://doi.org/10.1016/j.jslw.2013.03.011 [Google Scholar]
49. Shintani, N., Ellis, R., & Suzuki, W.
    (2014) Effects of written corrective feedback and revision on learners’ accuracy in using two English grammatical structures. Language Learning, 64(1), 103–131. 10.1111/lang.12029
    https://doi.org/10.1111/lang.12029 [Google Scholar]
50. Stapleton, P.
    (2002) Critiquing voice as a viable pedagogical tool in L2 writing: Returning spotlight to ideas. Journal of Second Language Writing, 11(3), 177–190. 10.1016/S1060‑3743(02)00070‑X
    https://doi.org/10.1016/S1060-3743(02)00070-X [Google Scholar]
51. Swales, J.
    (1996) Occluded genres in the academy: The case of the submission letter. InE. Ventola, & A. Mauranen (Eds.), Academic writing: Intercultural and textual issues (pp.45–58). John Benjamins Publishing Company. 10.1075/pbns.41.06swa
    https://doi.org/10.1075/pbns.41.06swa [Google Scholar]
52. Tang, C., & Liu, Y. T.
    (2018) Effects of indirect coded corrective feedback with and without short affective teacher comments on L2 writing performance, learner uptake and motivation. Assessing Writing, 35, 26–40. 10.1016/j.asw.2017.12.002
    https://doi.org/10.1016/j.asw.2017.12.002 [Google Scholar]
53. Tardy, C. M.
    (2016) Voice and identity. InR. M. Manchón & P. K. Matsuda (Eds.), Handbook of second and foreign language writing (pp.349–363). Mouton de Gruyter. 10.1515/9781614511335‑019
    https://doi.org/10.1515/9781614511335-019 [Google Scholar]
54. Truscott, J., & Hsu, A. Y.
    (2008) Error correction, revision, and learning. Journal of Second Language Writing, 17(4), 292–305. 10.1016/j.jslw.2008.05.003
    https://doi.org/10.1016/j.jslw.2008.05.003 [Google Scholar]
55. Tsui, A. B. M., & Ng, M.
    (2000) Do secondary L2 writer benefit from peer comments?Journal of Second Language Writing, 9(2), 147–170. 10.1016/S1060‑3743(00)00022‑9
    https://doi.org/10.1016/S1060-3743(00)00022-9 [Google Scholar]
56. Van Beuningen, C. G., 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. 10.1111/j.1467‑9922.2011.00674.x
    https://doi.org/10.1111/j.1467-9922.2011.00674.x [Google Scholar]
57. Wiggins, G. P.
    (1993) Assessing student performance. San Francisco: Jossey-Bass.
    [Google Scholar]
58. Williams, J.
    (2004) Tutoring and revision: second language writers in the writing center. Journal of Second Language Writing, 13(3), 173–201. 10.1016/j.jslw.2004.04.009
    https://doi.org/10.1016/j.jslw.2004.04.009 [Google Scholar]
59. Yoo, H. J.
    (2017) Textual voice elements and voice strength in EFL argumentative writing. Assessing Writing, 32, 72–84. 10.1016/j.asw.2017.02.002
    https://doi.org/10.1016/j.asw.2017.02.002 [Google Scholar]
60. Zhang, Z. V., & Hyland, K.
    (2018) Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36, 90–102. 10.1016/j.asw.2018.02.004
    https://doi.org/10.1016/j.asw.2018.02.004 [Google Scholar]
61. Zhao, C. G.
    (2013) Measuring authorial voice strength in L2 argumentative writing: The development and validation of an analytic rubric. Language Testing, 30(2), 201–230. 10.1177/0265532212456965
    https://doi.org/10.1177/0265532212456965 [Google Scholar]
62. Zhao, C. G.
    (2017) Voice in timed L2 argumentative essay writing. Assessing Writing, 31, 73–83. 10.1016/j.asw.2016.08.004
    https://doi.org/10.1016/j.asw.2016.08.004 [Google Scholar]
63. Zhao, C. G., & Llosa, L.
    (2008) Voice in high-stakes L1 academic writing assessment: Implications for L2 writing instruction. Assessing Writing, 13(3),153–170. 10.1016/j.asw.2008.10.003
    https://doi.org/10.1016/j.asw.2008.10.003 [Google Scholar]