Fiona Yarrow|Keith J. Topping
Collaborative writing: The effects of metacognitive prompting and structured peer interaction
Aberdeenshire Council|University of Dundee
structured system peer assisted learning writing named paired writing topping 1995 incorporates metacognitive prompting scaffolding interactive processthis study sought evaluate relative contribution two components student gain quality writing attitudes writing controlling amount writing practice teacher effectsparticipants 28 ten elevenyearold students forming problematic mixed ability classall received training paired writing inherent metacognitive prompting students matched gender pretest writing scores assigned randomly interaction interaction conditions interaction condition able writers became tutors less able interaction condition able writers acted controls tutors less able controls tutees six weeks paired writers produced five pieces personal writing collaboratively children interaction condition aloneon pre postproject analyses quality individual writing groups showed statistically significant improvements writing however prepost gains children wrote interactively significantly greater lone writers evidence paired writers also positive selfesteem writersthe operation durability paired writing system discussed