The contribution of peers during the writing process : an analysis of the impact of peer response groups for Québécois and New Brunswick pupils
The main objective of this research was to examine the impact of peer response groups on grade 4 French speaking pupils (n = 72) in Quebec and in New-Brunswick. The results indicate that the oral feedback comments on the surface features of the writing are more often taken into account as actual revisions in the final copy as compared to comments that deal with text coherence. We also found that there was a certain form of knowledge transfer in grammar. Finally, for writers from both majority and minority language milieu, being Québec and New Brunswick, it seems that verbal peer feedback has a positive effect on the transfer of knowledge in writing.