Knowledge Features of Peer Response Process

Abstract

There is no doubt that peer response facilitates learning. Yet, the knowledge features in the process of peer response still need further identification. In this paper, we identify four knowledge features of peer response process through the connections of early grades’ writing revision. In a suburban elementary school in northern Taiwan, a class of second grades participated the intervention of peer response on writing revision. Students reviewed the drafts from classmates and gave comments. After receiving comments from peers, writers went back revising the drafts. The result finds four knowledge features of peer response in early grades’ writing response process. Moreover, early grades benefit more from the the knowledge that they learn from the peer response process than the knowledge from peers’ explicit comments. Such findings have shed light on extending the knowledge of peer response process.