Exploring the Capability of Second Grade Students in Peer Response on Writing Revision

Abstract

The research of peer response has been majorly focused on older age students. However, we argue that young age students obtain the possibility of doing peer response under the context of writing revision. In this paper, we develop a peer response experiment in the classroom for second-grade students in order to facilita te their story revision. The result indicated that second-grade students were able to revise their writing through the two peer response experiments. In addition, students’ preference on certain kind of comment types was also discovered. That is, second-grade students preferred using praise and reminding comments. Meanwhile, students tended to directly adapt given prompt example sentences and create personalized comments. One special revision behavior was found that second-grade students revised their writing beyond the scope of received comments. This is an ongoing research and further analysis and studies will be continuously processed.