Teaching argument writing to 7‐ to 14‐year‐olds: an international review of the evidence of successful practice

Abstract

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

“…This corresponds with the meta-studies on writing instruction (Andrews et al, 2009;Graham & Perin, 2007a;Hilllocks, 1984Hilllocks, , 1986. Our first research question is directed to the question whether peer response without additional instruction is effective.…”

“…Previous meta-studies on writing instruction (Andrews et al, 2009;Graham & Perin, 2007a;Hillocks, 1984Hillocks, , 1986 indicated that writing with peer response was effective in improving writing. However, these studies did not analyse in detail which instructional factors of writing with peer response were responsible for the positive effects.…”

“…Several meta-studies on writing instruction have been carried out comparing the effects of different interventions for writing instruction (Andrews, Torgerson, Low & McGuinn, 2009;Chapman, 2006;Graham & Perin, 2007a;Hillocks, 1984Hillocks, , 1986. In these studies peer response is one of the interventions studied.…”

“…They concluded on the basis of 7 studies that peer response was effective in increasing writing abilities of students. A review by Andrews et al (2009) on teaching argumentative writing (grades 1-8) included three studies with peer response. They concluded that peer response was effective for increasing students" ability in writing argumentative texts.…”

“…Is it sufficient to allow peers to react to each other's texts or do the peers need support to direct their attention to specific aspects of texts, or to the way they interact with each other or formulate their comments? In addition, two of the meta-studies included a small amount of studies as a result of the restriction to true experimental or quasi-experimental designs (Andrews et al, 2009;Graham & Perin, 2007a). The present review study is intended to fill in the gap in our knowledge about instructional factors, and aims to give an overview of all data collected in recent research concerning the question of "what works" in writing with peer response.…”