Cover

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pp. 1-1

Title Page, Other Works in the Series, Copyright

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pp. 2-5

Contents

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pp. v-vi

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Series Foreword

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pp. vii-viii

In the fields of language teaching and the teaching of writing there has been much discussion over the last two to three decades of the value of group work. The learner-centered methodology of the communicative language teaching approach and the...

List of Tables

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pp. ix-10

List of Peer Response Forms

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pp. x-11

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Introduction

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pp. 1-13

For many years, the unique benefits language learners can offer to each other were ignored in L2 writing classrooms. Such a failure to recognize the contributions that L2 learners can make to each other has given way to an active effort to tap the potential...

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1. Effects of Peer Response

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pp. 14-31

What concerns both L2 writing teachers and students most about peer response activities is their effectiveness. This brings up a number of questions. What constitutes effective peer response in ESLIEFL composition classrooms? Are students motivated to engage...

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2. Contexts of Peer Response: Types of Progroms and Levels of Studems

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pp. 32-57

This chapter explores the social context of peer response, specifically focusing on factors such as foreign versus second language settings and types of students (younger writers versus adult writers). We believe that there are a number of issues that can potentially...

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3. Grouping Students in Peer Response

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pp. 58-79

Interaction among students in any L2 writing classroom takes place at several levels: within the individual (intrapersonal processes), between two individuals (dyadic processes or dyadic relations), among members of a group (group dynamics), and between...

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4. Modes and Roles in Peer Response

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pp. 80-99

Peer response activities take place in different modes, and the different modes affect the roles participants play. Peer response modes refer to formats-written, oral, or a combination of both. The recent developments of computer-assisted language learning...

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5. Foci of Peer Response

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pp. 100-121

This chapter addresses the important issue of what students should focus on when responding to their peers' drafts. Should students focus on content, rhetoric, or grammar? Or should the focus be on a combination of any two or all three? Many writing teachers, both L1 and L2, agree that the most helpful comments for...

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6. Instructing Students in Peer Response

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pp. 122-156

Both L1 and L2 writers need to be instructed in how to respond to writing. It is not realistic to expect that our students will be able to read effectively and make constructive comments on their peers' papers without being instructed in how to do so. Nor...

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7. Making Peer Response Effective

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pp. 157-167

This chapter serves as a synthesis of the salient issues that have been discussed in the preceding chapters, where we look at specific questions or concerns teachers may have in implementing peer response activities. The first section, Problems and Solutions...

References

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pp. 169-175

Subject Index

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pp. 177-179

Author Index

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pp. 181-182