NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED307616
Record Type: Non-Journal
Publication Date: 1989-May
Pages: 5
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teaching Writing with Peer Response Groups. Encouraging Revision. ERIC Digest.
Herrmann, Andrea W.
Writing instruction reflects a growing appreciation of the value of talk. By implementing peer writing groups, teachers encourage students to give, seek, and react to oral feedback among themselves as they write, in addition to reacting to the teacher's traditional comments on finished papers. Collaboration in writing groups provides writers with an opportunity to read their drafts aloud and to discuss them face-to-face with a peer audience while the written product is taking shape. Studies of peer reaction show both positive and negative effects on revision. Preliminary evidence suggests that the nature of peer collaboration and feedback in classrooms where computers are used to teach writing differs from that in regular writing classrooms. Under certain conditions, computers as writing tools appear to promote a collaborative environment, both in learning to write and in learning to use the technology. The literature suggests that the effects of peer comments on revision is not a simple cause and effect matter, but rather a complex one, dependent upon the interrelationship of multiple factors within the evolving social environment of particular classrooms and groups of students. (Twenty-eight references are appended.) (MS)
Publication Type: ERIC Publications; Reference Materials - Bibliographies; ERIC Digests in Full Text
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Reading and Communication Skills, Bloomington, IN.