Introduction 2

FACT-Fact Definition: A thing that is known or proved to be true. It is indisputable, and not to be confused with an opinion.
EXPOSITION-Exposition is a part of a narrative that provides important background information about the characters, setting, or events.
FANTASY-Fantasy Definition: A genre of imaginative fiction involving magic and adventure, especially in a setting other than the real world.
FICTION-In literature, fiction is defined as stories that are made up, though they may be based on a true situation. Fictional works primarily take the form of novels, short stories, plays, movies, and TV shows.
LEGEND-A legend is a story about a particular person or place that may or may not have a basis in fact. Legends frequently contain imaginative, exaggerated, or even supernatural material.
METAPHORA- metaphor is a figure of speech that makes a direct comparison by relating one thing to another unrelated thing without using the words “like” or “as”. Metaphors sometimes rely on a cultural understanding and aren’t meant to be taken literally.
NARRATIVE-A narrative is a spoken or written story. The term can also be used as an adjective to describe the style of the story being told.
MOTIVE-A reason for doing something

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1^ Humanities and Social Sciences, 61(10), 3927-A.
Chan, A., Kwan, B. & Li, D (2002). An algorithmic approach to error correction: Correcting
three common. Errors at different levels. JALT Journal, 24(2), 201-216.

2^ Truscott. Journal of Second Language Writing, 8(1), 1-11.
Ferris, D. & Roberts, B. (2001). Error feedback in L2 writing classes: how explicit does it
need to be? Journal of Second Language Writing, 10(3), 161-184

3^ Froc, M. (1995). Error correction in French immersion. The Canadian Modern Language
Review/La Revue canadienne des langues vivantes, 51(4), 708-717

4^ Al-Jarf, R. (2005). The effects of online grammar instruction on low proficiency EFL college students' achievement. Asian EFL Journal, 7, 4, 166-190

5^ Lee, I. (1997). ESL learners' performance in error correction in writing: Some implications
for teaching. System, 25(4), 465-477

6^

7^ Lee, W. (1989). Dealing with errors: What is the classroom teacher to do? Praxis des
neusprachlichen Unterrichts, 36(2), 115-122.

8^ Al-Jarf, R. (2010). Integrating RCampus in EFL College Reading and Writing. Touchpoint

9^ Sheppard, K. (1992). Two feedback types: Do they make a difference? RELC Journal, 23(1),
103-110

10^ Modeling versus feedback. The French Review, 61(6), 910-922

11^ English-speaking writers. Dissertation Abstracts International: The Humanities and Social Sciences, 61(10), 3927-A.Chan, A., Kwan, B. & Li, D (2002). An algorithmic approach to error correction: Correcting three common. Errors at different levels. JALT Journal, 24(2), 201-216

12^ Modeling versus feedback. The French Review, 61(6), 910-922

13^ Allen, A. (2001). Error correction strategies in the editing performance of advanced and basic ESL native.
Azad University-Roudehen. TELLIS Conference Proceedings. ERIC Number: ED611115

14^ Zawadzka, E. (1989). Error and error correction-remarks by a nonnative-language second -
language teacher. Die Neueren Sprachen, 88(3), 235-246.

15^ Chandler, J. (2003). Accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12(3), 267-296

16^ Error correction in L2 secondary writing classrooms: The case of Hong Kong. Journal of Second Language Writing, 13(4), 285-312

17^ Ferris, D. (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

18^ Froc, M. (1995). Error correction in French immersion. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 51(4), 708-717

19^ Hendrickson, J. (1980). The treatment of error in written work. The Modern Language Journal, 64(2), 216-221

20^ Herron, C. & Tomasello, M. (1988). Learning grammatical structures in a foreign language: Modeling versus feedback. The French Review, 61(6), 910-922

21^ Kepner, C. (1991). An experiment in the relationship of types of written feedback to the development of second-language writing skills. The Modern Language Journal, 75(3), 305-313

22^ Kleppin, K. & Konigs, F. (1989). Dealing with errors in second-language instruction. prolegomena to a comprehensive theory of error treatment. Manuskripte zur Sprachlehrforschung, 29, 87-105