The Effectiveness of Direct and Metalinguistic Written Corrective Feedback to Deal With Errors in the Use of Information-Structuring Connectors

Background. Writing is a complex skill, even more so, if the student does not handle generic structure of institutionalized practices imposed on Higher Education.
 Purpose. The purpose this study to determine effectiveness direct and metalinguistic focused written corrective feedback (WCF) information structuring connectors.
 Methods. This quantitative compares WCF in 39 subjects who are divided into three groups: first one control group, which did receive feedback, second experimental group 1 that was corrected through third corresponds 2 received cues.
 Results. findings indicate effective for groups. There significant decrease number errors information-structuring connectors 2, while shows reduction, but without statistical significance. As it present improvements. In addition, development writing tasks strategies led textual cohesion improvement with accurate use connective devices.
 Conclusions. It important reflect as part process, firstly, because cannot be taught reviewing student's writing, secondly, considering supports noticing decreases teacher correction time.