Mismatch 1: Teachers pay most attention to language form but they believe there's more to good writing than accuracy
Mismatch 2: Teachers mark errors comprehensively although selective marking is preferred
Mismatch 3: Teachers tend to correct and locate errors for students but believe that through teacher feedback students should learn to correct and locate their own errors
Mismatch 4: Teachers use error codes although they think students have a limited ability to decipher the codes
Mismatch 5: Teachers award scores/grades to student writing although they are almost certain that marks/grades draw student attention away from teacher feedback
Mismatch 6: Teachers respond mainly to weaknesses in student writing although they know that feedback should cover both strengths and weaknesses
Mismatch 7: Teachers' written feedback practice allows students little room to take control although teachers think students should learn to take greater responsibility for learning
Mismatch 8: Teachers ask students to do one-shot writing although they think process writing is beneficial
Mismatch 9: Teachers continue to focus on student written errors although they know that mistakes will recur
Mismatch 10: Teachers continue to mark student writing in the ways they do although they think their effort does not pay off.
