Abstract
Online writing feedback requires eclectic instructional approaches that exceed traditional face-to-face and oral interactions within the classroom setting. This study investigated the writing feedback systems and training materials used in universities in the United States to determine the common features and systematic procedures of student writing development. Data on teacher training programs and educational materials from 21 university writing centers in the United States and writing programs were collected, and a hermeneutic phenomenological approach (HPA) was used to examine university writing feedback systems and their implications. Analysis of the materials has extended the knowledge about online writing feedback, which presents distinctive features compared with the traditional methods for writing feedback.
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