The dynamics of writing and peer review at primary school

Abstract

The object of this research is a learning method that uses email correspondence to promote the development of narrative writing skills in year 4 and year 5 students. Focusing on the written production of episodes of adventure novels and peer review, this learning method was applied to four classes in the Paris region over a 1-year period. The classes were paired in such a way that some students were required to read and analyze texts produced by correspondents (advice givers) while others carried out revisions using peer advice and suggestions (advice receivers). To describe the dynamics of writing, revision and learning, a qualitative analysis of the texts and suggestions given or received by the student partners is carried out. A statistical analysis comparing the texts produced by students in both groups is used to corroborate the findings of the initial analysis. Students showed an increasing awareness and consideration of the key characteristics of the practiced genre, resulting in an improvement of the quality of the texts in the course of the revision process and throughout the year. The texts produced by the advice givers improved more than the texts produced by the advice receivers. The findings are attributed to greater self-reflection and successive reformulations fostered by the elaboration of advice and suggestions.

Keywords

• collaborative learning
• didactics
• genres
• interaction
• literacy practices