Observation of peers in learning to write, Practice and Research

In this paper we discuss the role of observation in learning to write. We argue that the acquisition of skill in such a complex domain as writing relies on observation, the classical imitatio. An important phase in learning to write, at all ages, is learning to write by observing and evaluating relevant processes: writing processes, reading processes or communication processes between writers and readers. First, we present two practical cases: writing lessons in which observation and inquiry are amongst other key elements and where students participate in a community of learners. Then, we review research that may inspire and substantiate proposals for implementing observation as a learning activity in writing education. Two types of studies are discussed: studies in which learners acquire strategies by observing and evaluating writing and reading processes of peers, as a prewriting instructional activity, and studies in which l earners are stimulated to ''pre-test'' and then revise their first draft, as a post writing instructional activity. The paper closes with some recommendations for further research.

Publication year:2008

Accessibility:Open