International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2017, Vol. 13(2) 95-104

Peer Response as an Effective Writing Strategy

Mark Anthony B. Austria

pp. 95 - 104   |  Manu. Number: ijpe.2017.016

Published online: June 01, 2017  |   Number of Views: 315  |  Number of Download: 594


Abstract

This paper presents the peer response as an effective strategy in the teaching of college writing. In the textual analyses, feedback conference and through the evaluation questionnaire, peer response strategy was assessed as dynamic and successful and that editors and writers worked constantly with each other as a matter of scaffolding wherein writers chose their editors based on perceived scholastic standing, peer relation, and shared fields of interests. It was also found out that the writers were expecting more on the suggested changes for improvement and the identification of common errors for corrections than on the estimated grade given to their works. It is therefore concluded that peer response could be an effective way of managing big writing classes, capitalizing on the editing skills of students. This decentralized writing technique empowers students to manage their own pace, control their own taste of subject matter, and discover their own style.

Keywords: peer response, peer editing, writing strategy


How to Cite this Article?

APA 6th edition
Austria, M.A.B. (2017). Peer Response as an Effective Writing Strategy. International Journal of Progressive Education, 13(2), 95-104.

Harvard
Austria, M. (2017). Peer Response as an Effective Writing Strategy. International Journal of Progressive Education, 13(2), pp. 95-104.

Chicago 16th edition
Austria, Mark Anthony B. (2017). "Peer Response as an Effective Writing Strategy". International Journal of Progressive Education 13 (2):95-104.