The effects of trained peer response on writing quality, revision strategies, and peer talk about ESL texts

Cathrine Essy Berg, University of Pennsylvania

Abstract

Peer response to writing has been an important aspect of the process approach to teaching writing in native speaker composition courses for many years. Since the late 1980s it has gained increasing attention in the ESL field. Unfortunately, little is known about the effects of peer response on ESL students' revision strategies and writing outcomes. This study investigates these effects and also considers an often cited suggestion for successful peer response, i.e., training students to effectively participate in the peer response activity. The principal question addressed by this study is whether trained peer response alters writing outcomes, revision strategies, and peer talk about ESL student texts. Effects of trained peer response were investigated through a comparison of two groups, one trained in how to participate in peer response to writing and the other not. Writing quality was determined by a holistic rating procedure of first versus revised drafts. Revision strategies were identified through an analysis of type and number of changes in revised drafts. Features of peer talk were identified through a discourse analysis of ESL students' talk during peer response. Results of the investigation indicate that trained peer response positively affected writing outcomes, revision strategies, and peer talk about ESL student texts.

Subject Area

Rhetoric|Composition|Language arts|Linguistics

Recommended Citation

Berg, Cathrine Essy, "The effects of trained peer response on writing quality, revision strategies, and peer talk about ESL texts" (1997). Dissertations available from ProQuest. AAI9800843.
https://repository.upenn.edu/dissertations/AAI9800843

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