3. 2. 1 The introduction of traditional feedback: teachers’ feedback
In the writing instruction of college non—English majors，feedback on errors in the students’ composition is always something teachers feel troublesome because of the number of students is so large, a teacher has to teach and the various errors or mistakes there are in students’ compositions．
How teachers might respond to students’ writing to encourage improvements in their writing has been a mater of debate. Traditional one-way teacher feedback with which the teachers usually make great efforts to mark out all errors had been proved to be unscientific, and then give final marks. Typically teachers focus on grammar, mechanics，organization，and the expression of ideas as they comment on students’ work. Perpignan draws the disconcerting conclusion that teachers’ error feedback serves no useful purpose in the students’ learning improvement because of the lack of understanding between teachers and students．
Talks with teachers and students illustrate the answer is almost negative．Most students just 1ook at the marks which teachers give but ignore the error corrections at all．Worst of all，teachers’ feedback on students’ writing work, often in the form of returned papers covered with red ink, can result in students’ discouragement and their lack of confidence. On receiving their compositions，students are usually disheartened by a page that full of red marks indicating their mistakes．Then they may correct the errors．However, there is a tendency that students put their compositions into their files after correction. They never think about the errors any more but just pay much attention on their marks on the papers. Unfortunately, this kind of practice by the teacher is only time-consuming instead of being effective．Also，teachers complain that, despite the long hours they spend on correcting students’ papers，their students’ writing does not improve much.
3. 2. 2 The introduction of new feedback: peer feedback
Among the many possible ways to assessing writing by giving feedbacks，the peer evaluation method is viewed as a relatively effective one for students．It is becoming more and more popular nowadays as it operates on a more informal level than teacher response，provides a change from another way —interaction between the teacher and student. Peer feedback can simply mean feedback provided by peers, comparing feedback by teachers.
“In view of this，nowadays many students involved in activities are designed to make them more autonomic in self-detecting writings，like group discussions，conferences and tape-recording comments，comments, and so on.” [9] Peer feedback in writing doesn’t simply mean to correct grammar errors in peer’s composition as many teachers and students usually regard．In this essay, peer feedback involves in the procedure of training students，their giving feedback to and receiving feedback from one another during the process of negotiating ideas，revising drafts，and evaluating their own feedback.
In the project of peer error feedback study, one can see that its common for students to make the so-called mistakes，and that through peer revision activity such mistakes can be corrected generally, which can not only improve the students language proficiency, but also promote their sense of perfecting the language in writing．Thus teachers might as well ignore this kind of mistakes and leave the correction for their students. As for the systematic error, it can also be corrected through peer team work since the language proficiency of the students in a group varies．What one student can not correct may be corrected by other students．In case any group encounter difficulties，teachers may intervene in by, say, direct participation in group work．This not only means the correction of errors，but also further activates the students ZPD，turning the process of error correction as a constructive learning process．As far as the presystematic error is concerned，it is advised that teachers correct them in an interactive way since the error is beyond students language proficiency. While teacher takes the role as a trainer, monitor, helper and evaluator, expert readers，are able to help students identify what they need to learn or adopt in terms of effective processes and knowledge of product requirements in producing drafts and arriving at a final product as successful as possible．They play as a connoisseur and judger but not only a reader. Thus may encourage or motivate writers and promote their understanding of the feedback．Mean while it may save the teachers from a tedious and unrewarding chore and cause students not to suffer death by the red pen．This correction is necessary and may become an effective leaning means because the leaning is based on the communicative need．
3. 2. 3 Advantages of peer feedback
Generally speaking, peer feedback can provide useful feedback．Both Rollinson and Caulk found from their experiences that their students considered over percents of the peer comments were valid and useful and peer writers can and do revise effectively on the basis of comments from peer readers．Chaulk also pointed out that teacher feedback was rather general，whereas student responses were more specific [10]. Cognitively speaking，peer response activities in teaching L2 writing can force L2 students to exercise their thinking as opposed to passively receive information from the teacher．In peer response，students can engage in unrehearsed，low—risk，exploratory talk that is less feasible in whole—class and teacher-student interactions and take an active role in their learning，thus to reconceptualize their ideas in light of their peers’ reactions. while responding to peers’ writing can build the critical skills needed to analyze and revise one’s own writing．Moreover the suggestions an explanation offered during the peer response activities allow students to show what they know about writing and to use that information in their revisions and the act that writers revise their essays based on their peers’ comments suggests that students in peer response activities have develop the crucial ability of reviewing their writing with the eye of another.
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