Peer tutoring in writing: A school systems approach

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What does an inclusive 'process writing' approach consist of?

The researchers examined a peer tutoring procedure for writing (known as a “process writing” approach) which required tutors to provide instruction and feedback that was responsive to specific and differing learning needs and behaviours.

The process involved:

planning/pre-writing;
drafting;
revising; and
publishing.

The authors defined an inclusive programme as one that:

can be implemented within the classroom by classroom teachers;
is compatible with curriculum aims and accepted instructional methods;
can provide equitable access for students (ie a programme available for any appropriate student, rather than a specialist remedial programme which cost/resource availability restricts to a few chosen students);
is flexible enough to cater for individual needs while maintaining its programme structure; and
can be aligned with the school’s values and principles, and supported by management, parents and the wider community.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What is peer tutoring? The main findings of the study What else did the study find? What were the aim and the design of this study? What does an inclusive 'process writing' approach consist of? What training did the peer tutors receive? What are the implications of the study? Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Peer tutoring in writing: A school systems approach This digest found in Assessment for Learning English Send to a friend Word doc 60KB Printer friendly Collate for later What does an inclusive 'process writing' approach consist of? The researchers examined a peer tutoring procedure for writing (known as a “process writing” approach) which required tutors to provide instruction and feedback that was responsive to specific and differing learning needs and behaviours. The process involved: planning/pre-writing; drafting; revising; and publishing. The authors defined an inclusive programme as one that: can be implemented within the classroom by classroom teachers; is compatible with curriculum aims and accepted instructional methods; can provide equitable access for students (ie a programme available for any appropriate student, rather than a specialist remedial programme which cost/resource availability restricts to a few chosen students); is flexible enough to cater for individual needs while maintaining its programme structure; and can be aligned with the school’s values and principles, and supported by management, parents and the wider community.