ERIC Number: ED255914
Record Type: RIE
Publication Date: 1984
Learning to Write by Talking about Writing: A Summary of Research on Intensive Peer Review in Expository Writing Instruction at the University of Wisconsin-Madison.
Intensive peer review is a method of teaching expository writing developed two years ago by A. N. Doane and now used extensively in freshman expository writing at the University of Wisconsin-Madison. Students meet regularly in groups of four three times a week over the course of the term to share and critique each other's writing. The instructor does relatively little direct instruction, and intervention in these groups is minimal. Students taught by peer review make more progress in writing because they see revision as a matter of reconceptualization rather than editing, view their readers as collaborators in a process of communication rather than as judges, give more emphasis to prewriting, have more positive attitudes about writing, and view their composing process as a process of improvization and experimentation with ideas and text. Talking about writing can help students learn to write because in a good group there will be (1) a collective examination of written texts, (2) a tendency to dwell on the writer's purpose and its articulation with the resulting focus on the sources of trouble and uncertainties of text, (3) a consideration of higher order writing problems such as structure of argument, (4) presentation of arguments, and (5) paragraph development. Peer review requires careful planning, during which the instructor must help students understand what sorts of group interaction will help students learn to write and what sorts will not. (EL)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A