Collaboration Is Not Collaboration Is Not Collaboration: Writing Center Tutorials vs. Peer-Response Groups

Harris, Muriel

doi:10.2307/358228

Cited by 41 publications

(16 citation statements)

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“…The results of this study are in line with the general conclusion that scaffolding instruction may enhance writing performance (e.g., Barnard & Campbell, 2005;Gibbons, 2002;Harris, 1992). Harris (1992), for example, claims that scaffolding instruction promotes students' interaction and moves the student from their traditional role of passive recipients of knowledge from an authority to active involvement in the writing process.…”

Section: Methods and Proceduressupporting

confidence: 78%

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Does Scaffolding-Based Instruction Improve Writing Performance? The Case of Jordanian EFL Learners

Obeiah¹,

Bataineh

2016

lsmll

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The present study examines the potential effect of scaffolding instruction on Jordanian EFL tenth-grade students' overall writing performance and their performance on the sub-skills of focus, development, organization, conventions and word choice. The study follows a quasi-experimental experimental/control group, pre-/post test design. In the experimental group, 20 female tenth-grade students from the North-Eastern Badia Directorate of Education (Jordan) were taught to generate ideas, structure, draft, and edit their essays using agency scaffolding and the scaffolding principles of contextual support, continuity, intersubjectivity, flow, contingency and handover, within the Zone of Proximal Development. Another group of 28 students was instructed conventionally per the guidelines outlined in the Teacher's Book. After the treatment, descriptive statistics and ANCOVA were used to analyze the students' scores on the pre-test and the post test. The results showed that the scaffolding instruction group outperformed the control group (at α≤ 0.05) in their overall writing performance and in their performance on all writing sub-skills except the sub-skill of development.Does Scaffolding-Based Instruction Improve Writing Performance? 107

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Section: Methods and Proceduressupporting

confidence: 78%

“…Harris (1992), for example, claims that scaffolding instruction promotes students' interaction and moves the student from their traditional role of passive recipients of knowledge from an authority to active involvement in the writing process.…”

Section: Methods and Proceduresmentioning

confidence: 99%

Does Scaffolding-Based Instruction Improve Writing Performance? The Case of Jordanian EFL Learners

Obeiah¹,

Bataineh

2016

lsmll

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“…The experience of critiquing someone else's writing makes students look at their own writing with a more critical eye (Herrington & Cadman, 1991;Nystrand, 1986;White & Kirby, 2005). Acting as a peer responder likely leads students to better appreciate the needs of the reader (Harris, 1992) and focuses students on the goals of the writing task and whether they themselves have met those goals (Rieber, 2006).…”

Section: Résumémentioning

confidence: 99%

Comparing Peer Review and Self-Review as Ways to Improve College Students' Writing

Covill

2010

Journal of Literacy Research

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The effect of three approaches to revision instruction on 61 college students' revision behavior and writing quality was investigated for this article. Students wrote three 5-page papers and received one of three instructional approaches: Formal Peer Review (n D 19), Formal Self-Review (n D 20), or No Formal Review (n D 22). Formal Peer Review students had to outline and critique a peer's first draft, Formal Self-Review students had to outline and critique their own first draft, and No Formal Review students were simply instructed to revise their own first draft to improve clarity and completeness. No difference in writing quality was detected based on instructional approach. No Formal Review students made more revisions from first to final drafts than students in the other two groups, at both the global (summary) and local (sentence) levels of meaning. Students in the No Formal Review condition had the most positive attitude toward the instruction they received. Results suggest that using peer review in college psychology classes, and a formal approach to reviewing, may not improve the quality of students writing but does affect the timing of students' revision behavior (before, rather than after, handing in the first draft) and students' attitudes toward instruction.

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“…By the 1980s, when writing 'labs' were evolving into writing 'centers' and composition theorists were proponents of transitioning emphasis from the final writing 'product' to the 'process' leading up to the final document, peer response became a more common (and perhaps more 'academic') classroom practice. As Harris (1992) points out, peer response in the classroom or writing center simply formalized what was happening informally in dorms, cafeterias, study halls, and a multitude of other locations on a regular basis.…”

Section: A Brief History Of Peer Responsementioning

confidence: 99%

Increasing Student Responsibility in Revision Efforts: Redefining and Restructuring Peer Response with the Millennial Generation

Bickford¹

2015

JOAW

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The Millennial Generation presents a unique set of challenges to the classroom, including the desire to multi-task and teamwork as well as a strong need for attention and validation. Frequently, this creates a conflict between the students' current skills and the teacher's expectations when it comes to drafting and revision efforts. Restructuring traditional peer response methods into a group conferencing method allows students to utilize their current strengths while building skills necessary for later writing assignments. By participating in a six-step activity that occurs during a seventy-five minute class period, students are asked to listen, read, write, respond, discuss, and apply writing techniques. Over the semester, the author finds that students are invited into the writing discourse by developing vocabulary representative of global writing issues (development, transitions, paragraph structure, etc.) as well as that of grammar and mechanics. In the process, students learn how to trust their instincts and listen to others while participating in a methodical approach to decision-making.

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Collaboration Is Not Collaboration Is Not Collaboration: Writing Center Tutorials vs. Peer-Response Groups

Cited by 41 publications

References 0 publications

Does Scaffolding-Based Instruction Improve Writing Performance? The Case of Jordanian EFL Learners

Does Scaffolding-Based Instruction Improve Writing Performance? The Case of Jordanian EFL Learners

Comparing Peer Review and Self-Review as Ways to Improve College Students' Writing

Increasing Student Responsibility in Revision Efforts: Redefining and Restructuring Peer Response with the Millennial Generation

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