Creating the climate and space for peer review within the writing classroom

Helen Dixon, Eleanor Hawe


Substantive and on-going critique of the quality of one's writing is necessary if students are to experience writing as a recursive process. However, students’ willingness to critique their texts and those of others is dependent upon the creation of a trusting and mutually supportive learning environment. Using the naturalistic setting of an elementary school writing classroom, attention is drawn to the ways in which two teachers nurtured competence and communication trust (Reina & Reina, 2006) between themselves and students, and among students. Consideration is also paid to teachers’ creation and use of public and private spaces to promote interactions that helped writers revise and recraft substantive aspects of their writing in an ongoing and iterative manner.


feedback, dialogue, peer response, trust

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