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This report looks at the effect of journal feedback and the possible transfer of skills from journal writing to in-class compositions. Although no statistically significant justification for belief in a positive transfer-of-skills effect was found, only the meaning-focused feedback group was found to have made a steady increase in the number of error-free clauses over time, in both their journal entries and in their in-class writing samples.doi:10.37546/jaltjj26.2-3 fatcat:zhtlhtjiyjgqvfkiou7nhhuste