College English · 1980 · 47 citations · 0 references
EducationTeachingSmall Group CommunicationTeamworkWriting InstructionAudience FeedbackClassroom FeedbackCollaborative WritingFeedback PracticesPeer CoachingWriting DevelopmentFeedback For Collaborative LearningFeedback In Group WorkPeer Response
Students ideally write to express genuine intentions and influence a specific audience. The study employs a collaborative writing model where students receive extensive, candid feedback from their audience, who act as coaches, prompting iterative adjustments in language, form, and content. Peer feedback encourages students to respond in their own terms, reduces reliance on teacher critique, and cultivates deeper self‑insight into their writing. Reference 1.
Ideally, a student would write because he was intent on saying something for real reasons of his own and because he wanted to get certain effects on a definite audience. ... A maximum amount of feedback would be provided him in the form of audience response. That is, his writing would be read and discussed by his audience, who would also be the coaches. This response would be candid and specific. Adjustments in language, form, and content would come as the writer's response to his audience's response. ... A student responds and comments to a peer more in his own terms, whereas the teacher is more likely to focus too soon on technique. A student, moreover, may write off the comments of a teacher by saying to himself, Adults just can't understand, or English teachers are nit-pickers anyway, but when his fellow human beings misread him, he has to accommodate the feedback. By habitually responding and coaching, students get insights about their own writing. 1