Initially, almost all of the teachers reported feeling overwhelmed by the number of non-native errors in their students’ writing and by not knowing where to begin in providing their feedback. Over time a few teachers found it helpful to focus on a few major issues, and the tutoring journals reflect their decision-making process about what to work on with their students and how much time to spend. Because they received training in the methods course about how to identify two or three significant problems to address in their students’ writing per session, these entries are useful as indicators of the pre-service teachers’ integration of course knowledge with.
