The Effects of Peer Response Groups on the Quality of Writing of Sixth Grade Students
Abstract
The purpose of this study was to examine the effects of peer response groups on the quality of writing produced by sixth grade students. The students in the traditional classroom had teacher directed lessons, while the students in the peer response classroom were taught techniques for peer evaluations. The compositions were holistically scored. The differences between the prewriting and the postwriting assessments indicated a significant improvement in the quality of writing produced by sixth grade students in a peer response classroom.
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