Writing with peer response using different types of genre knowledge: Effects on linguistic features and revisions of sixth-grade writers

ABSTRACT

Effects of peer response using instruction in genre knowledge on the writing of 140 sixth-grade students are investigated. In one condition students were taught specific genre knowledge involving functions of linguistic indicators of time and place. In another condition students were taught more general aspects of communicative writing. Both conditions were compared with a baseline control, receiving regular writing education. Students were randomly assigned within classrooms to each of the three conditions. The use of indicators of time and place was positively related to writing quality. Furthermore, strong effects of the specific genre knowledge condition on the use of these linguistic features in writing and revision were found. Findings indicate that instruction in specific genre knowledge is a valuable addition to writing with peer response.

KEYWORDS:

• Genre knowledge
• peer response
• text coherence
• writing instruction

Notes

1. Given that quality of writing in this study is defined as text coherence, language use as a criterion for quality in this context refers to the supportiveness of language use to understanding the text contents. Texts consisting of many errors (such as typo's, idiomatic problems, neglect of punctuation or ungrammatical sentences) were therefore weighed negatively in writing quality (cf. Bamberg, 1984).

2. Text length was added as covariate to control for the possibility that students who write longer texts also use more indicators of time and place and make more revisions. By controlling for text length results will not be confounded by differences in numbers of words written.