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Feature: explicit and formative feedback
We are using explicit and formative feedback when giving feedback to the students.

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Feature: Formative feedback.

In the work with Tundalsskolan we used different forms of formative feedback, based on student level. For less advanced students we used more directive feedback and for more advanced students we used more facilitative.

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Feature: Discourse practices
The task the pupils have been given allows them to work with several types of discourse practices - skills, creative, genre and process.

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feature: task complexity
The task is a little bit complex for some students which hinders their learning. If the task is complex the students might struggle more

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Anna, Mattias, Elias

Formative Feedback.

Using formative feedback when working with the Tundals students to help the pupils to develop their texts and motivate them to write and improve their text. It can help them learn and develop their language and get ideas for their writing and see that they get somewhere.

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Feature: writing to learn
The students are using this writing task to learn to use the English language.

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Writing to learn - language
The pupils are writing a fictive story, and through their writing, the goal is not to learn more about the subject itself (WW2) but to learn how to write in their L2. Our job is to help them achive that goal through feedback connected to language more than content.

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Feature: holes in knowledge

Because we used more facilitative feedback for higher level students (feedback according to their level) it would aid them in realizing/noticing their own knowledge gaps, and keep them in their ZPD.

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feature: specific feedback
specific feedback has shown to be very effective and superior to general feedback for retention tasks. Since the task permits students continue working on their text after feedback, we can see this as a retention task.

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Anna, Mattias, Elias
Learning to write or writing to learn.

It is possible to see pupils at different levels of their language learning process and ability to write a text. For some pupils it is a way to learn to write, and it is a way to learn to write this text type. For other pupils they write to learn, and learn the text type and gain new knowledge of their language production.

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Ivanic:

Creativity Discourse: The students have the opportunity to write creatively about a chosen topic. The writing is the product of their creativity. By that they are also learning to write by writing about something that interest them, choosing their own genres. Implicit teaching in the making in the form of learning by writing.

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feature: written feedback
written feedback is superior to oral feedback since it is permanent and allows students to process it at a slower pace. The feedback we are giving the students is written= good.

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Shute:

Do not present feedback that discourages the learner or threatens the learner’s self-esteem. This has been a main point for us when giving feedback, as they are writing creatively they might get frustrated and want to stop writing if the feedback is too negative. The aim with our feedback is for them to write and complete their story, rather than to focus simply on lexical issues.

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Williams:

Processing and responding to feedback. We give our feedback in writing, and that gives them the opportunity to retrieve the feedback at a slower pace and therefore they might understand it better, and remember it later.

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Language scaffolding tasks, Hyland.
We are providing feedback and support to the pupils throughout their writing process. We are providing the tools for them to keep on writing and going forward in their story. In the beginning, the focus lies more on the story than the lingustic features.

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Discourse knowledge.

In this project they practice to use different discourses when producing texts. They practice in both their creativity and the creativity discourse, but they also practice their writing skills and the skill discourse, and other discourses as the genre and socio-political discourses as well, and write from different perspectives depending on the story the pupil wants to tell. The pupils are assigned a specific text type, - short stories, making them focus on the characteristics of the text type in their writing.

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Feature: Genre discourse

We judge them from a specific type of genre, a short story. It’s a creative task.

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Feedback in general.
Feedback specificity, very important. Just pointing out rights and wrongs will not help the pupils, so we need to provide them with feedback that points out the errors and at the same time giving them a hint at what the answer is. We need to help them moving forward, not just show them their flaws.