Why would requesting specific information from a student result in better revising? What are some examples of specific information? Given Ferris’s XXXXXXXXXXfinding, should you avoid giving a student...

Why would requesting specific information from a student result in better revising? What are some examples of specific information? Given Ferris’s (1997) finding, should you avoid giving a student generalized positive comments like, “Good essay! Nice job on this. You’ve improved a lot.” Under what circumstances might positive comments still be pedagogically sound?