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

Main Article Content

Helen Dixon Eleanor Hawe

Abstract

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.

Article Details

How to Cite
Dixon, H., & Hawe, E. (2017). Creating the climate and space for peer review within the writing classroom. Journal of Response to Writing, 3(1). Retrieved from https://journalrw.org/index.php/jrw/article/view/55
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Featured Articles
Author Biographies

Helen Dixon, The Faculty of Education and Social Work, The University of Auckland, Auckland, New Zealand

Helen Dixon is an Associate Professor in the Faculty of Education and Social Work. Her teaching and research interests are focused on all aspects of assessment for learning both within the schooling sectors and in Higher Education. She also has a particular interest in teacher beliefs, including their efficacy beliefs, and how these influence assessment practice.

Eleanor Hawe, The Faculty of Education and Social Work, The University of Auckland, Auckland

Eleanor Hawe is a principal lecturer in the Faculty of Education and Social Work. Her research focuses in the main on assessment for learning – more specifically, goal setting, feedback (including peer feedback) and the development of students’ evaluative and productive expertise across a range of educational contexts and teaching subjects. In 2014 Eleanor was the recipient of a sustained excellence in teaching award from The University of Auckland.