Peer tutoring in writing: A school systems approach

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Assessment for Learning
English

What training did the peer tutors receive?

The peer tutors’ training took place during three forty-five minute sessions over two weeks.

These consisted of:

discussion of the role of tutors in helping a friend develop independent writing skills;
familiarisation and practice in specific tutoring procedures;
proof-reading writing for meaning and accuracy;
asking appropriate questions to prompt the writer to make changes/improvements; and
conducting pre-writing conferences with peers to develop a writing plan.

Tutors also received three feedback sessions on their performance as tutors during the first two weeks of tutoring.

Following training the peer tutors were expected to be able to assist and prompt the tutees in specific ways. These included:

helping them to develop and expand a writing plan;
providing prompts and encouragement with the writing process;
assisting the writer to attempt difficult words;
asking questions to promote editing changes/additions;
prompts or assistance in proof-reading for spelling and punctuation; and
providing praise and encouragement for the writer’s efforts.

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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 training did the peer tutors receive? The peer tutors’ training took place during three forty-five minute sessions over two weeks. These consisted of: discussion of the role of tutors in helping a friend develop independent writing skills; familiarisation and practice in specific tutoring procedures; proof-reading writing for meaning and accuracy; asking appropriate questions to prompt the writer to make changes/improvements; and conducting pre-writing conferences with peers to develop a writing plan. Tutors also received three feedback sessions on their performance as tutors during the first two weeks of tutoring. Following training the peer tutors were expected to be able to assist and prompt the tutees in specific ways. These included: helping them to develop and expand a writing plan; providing prompts and encouragement with the writing process; assisting the writer to attempt difficult words; asking questions to promote editing changes/additions; prompts or assistance in proof-reading for spelling and punctuation; and providing praise and encouragement for the writer’s efforts.