ERIC Number: ED262413
Record Type: Non-Journal
Publication Date: 1985-Apr
Metaresponse: A Hidden Benefit of Peer Writing Instruction.
In order to find out what a three-member peer group in freshman composition was discussing during their meetings and how--if at all--they talked about writing, their conversations about their first drafts for the class were taped and analyzed. Analysis showed that in addition to discussion of their drafts (text talk) and social chat (off-task talk), the students also talked about the assignment, group procedures, and feedback (mataresponse). Of the five categories (text, assignment, metaresponse, procedures, and off-task), metaresponse revealed the most about what the students were and were not doing in the group. It gave them a way to vent frustration, express confusion, and negotiate new ways of interacting, while providing feedback for the teacher. Analysis showed that more inservice training in reading, responding, and using feedback to revise would have been helpful, and pointed to the problems caused by using teacher-generated assignments in a workshop that was supposed to be collaboratively run. Perhaps most importantly, findings indicated that when students are given some instruction in reading and responding to one another's drafts, they may spend time discussing the complexity of reading and writing. Peer writing instruction provides group members with the opportunity to discover and discuss the difficulties of composing, reading, responding, and revising. (DF)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A