Abstract

This project investigated the effects of training for peer response in university freshman composition classes over the course of one 15-week semester. Eight sections of composition (total n = 169) participated. Students in the experimental group, composed of four sections, were trained via teacher-student conferences in which the teacher met students in groups of three to develop and practice strategies for peer response. Students in the control group, also four sections, received no systematic training aside from viewing a video example. The experimental and the control groups were compared with respect to the quantity and quality of feedback generated on peer writing as well as student interaction during peer response sessions. Analyses of data indicated that training students for peer response led to significantly more and significantly better-quality peer feedback and livelier discussion in the experimental group.

Journal
Written Communication
Published
1995-10-01
DOI
10.1177/0741088395012004004
CompPile
Search in CompPile ↗
Open Access
Closed
Topics
Export

Citation Context

References (63) · 4 in this index

  1. Evaluating writing: Describing, measuring, judging
  2. 10.2307/3586499
  3. Rhetoric and reality: Writing instruction in American colleges, 1900-1985
  4. College English
  5. Collaborative learning: Higher education, interdependence, and the authority of knowledge
Show all 63 →
  1. Eight approaches to teaching compositions
  2. 10.3102/00346543064001001
  3. 10.3102/00346543058002119
  4. Writing with power
  5. 10.2307/375750
  6. 10.1017/S0267190500002439
  7. Annual Meeting of the Conference on College Composition and Communication
  8. Culture, communication and cognition: Vygotskian perspectives
  9. annual meeting of the Conference on College Composition and Communication
  10. 10.1017/S0267190500002130
  11. 10.2307/357460
  12. Writing groups: History, theory and implications
  13. A student guide to freshman composition
  14. 10.2307/3587229
  15. 10.1111/j.1944-9720.1980.tb00739.x
  16. CATESOL Occasional Papers
  17. 10.2307/357846
  18. 10.2307/358177
  19. Writing Instructor
  20. Perspective on talk & learning
  21. Group inquiry techniques in teaching writing
  22. 10.2307/358198
  23. Cooperation and competition theory and research
  24. Beyond language: Social and cultural factors in schooling language minority students
  25. 10.2307/3586827
  26. 10.1093/elt/46.3.274
  27. Journal of the National Association for Bilingual Education
  28. Linguistics and language pedagogy: The state of the art
  29. annual meeting of the National Reading Conference
  30. Empowering ESL students
  31. 10.2307/3586965
  32. 10.2307/357458
  33. Northern Arizona University fact book
  34. The structure of written communication
  35. Writing and response: Theory, practice and response
  36. Written Communication
  37. Written Communication
  38. Literacy for a diverse society: Perspectives, practices, and policies
  39. Input in second language acquisition
  40. annual meeting of the Conference on College Composition and Communication
  41. 10.1016/0883-0355(89)90019-0
  42. Handbook of research on teaching
  43. Language and learning in the cooperative classroom
  44. Educational Leadership
  45. Cooperative learning: Theory, research and practice
  46. 10.1007/BF00956756
  47. 10.2307/2112329
  48. 10.1016/0898-5898(92)90018-R
  49. Sharing writing
  50. 10.1016/1060-3743(92)90004-9
  51. 10.2307/747701
  52. Using multivariate statistics
  53. Rousing minds to life: Teaching, learning, and schooling in social context
  54. Thought and language
  55. Mind in society: The development of higher psychological processes
  56. 10.1016/0883-0355(89)90014-1
  57. College English
  58. Beginning writing groups