ABSTRACT
The extensive literature on responding to student writing can be said to have its origins in the research on writing processes of the 1970s. During that decade, large-scale studies and case studies examined first language (L1) professional writers' and students' writing processes. A significant body of second language (L2) research published between 1980 and 2015 examined teachers' flagging and/or correction of errors on student texts. Aiming to move beyond an 'individualistic perspective on writing', G. Lee and D. L. Schallert took into account 'greater social and cultural meanings of writing', including 'the full complexities of interpersonal relationships in which written comments were perceived and interpreted'. To address emotion labor related to concerns about students not showing evidence in their writing that they learned what was taught, this chapter concludes by discussing what L. Brannon and C. Knoblauch called the myth of improvement.
