Developing Reflective Writers in Primary Schools: Findings from partnership research

Writing with peer response using genre knowledge : a classroom intervention study

“…In addition, it has been documented for schools in several foreign countries that little time is spent on systematic instruction of writing skills. According to Corden (2002) the call for teachers to move beyond initial stimulus for writing to more explicit teaching and skillful intervention during composition is repeated in many research findings (Allington & Wamsley, 1995;Applebee, Langer & Mullis, 1986).…”

“…story grammar). Five studies have been identified using genre-instruction in combination with peer response (Kos & Maslowski, 2001;Peterson, 2003;Sims, 2001;Corden 2002;Corden, 2007). Kos and Maslowski (2001) investigated whether the perception of students ( age 7-8) of what constitutes good writing of narratives changed as a result of working with peer response in a Writers' Workshop approach (Calkins, 1994;Graves, 1983).…”

“…The studies of Corden (2002) and Corden (2007) were undertaken as a part of a partnership program between teachers and university tutors. In the study of Corden (2002) teachers of nine schools (teaching the age range 7-11) participated in the program.…”

“…First, although a number of studies was carried out (since 1990) into the role of genre knowledge (Corden, 2002(Corden, , 2007Englert, Raphael & Anderson et al, 2001;Englert, Raphael & Anderson, 1992;Graham, Harris & Mason, 2005;Kos & Maslowski, 2001;Sims, 2001), results do not allow for an appraisal of its beneficial effects on writing quality. Most of the studies are so-called multicomponential studies, which means that they combine several instructional components in addition to genre knowledge (e.g.…”

“…In this approach, students learn to use general structural characteristics for specific text genres, such as story grammar for narratives (Corden, 2002(Corden, , 2007Kos & Maslowski, 2001) or argumentative structure for persuasive texts (Englert et al, 1991;Englert, Raphael & Anderson, 1992;Graham, Harris & Mason, 2005). In some instances, students observe texts as good examples of a certain genre (e.g.…”