Beteiligte: | |
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In: | Journal of Basic Writing, 18, 1999, 2, S. 47-68 |
veröffentlicht: |
City University of New York
|
Medientyp: | Artikel, E-Artikel |
Umfang: | 47-68 |
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ISSN: |
0147-1635
|
veröffentlicht in: | Journal of Basic Writing |
Sprache: | Englisch |
Kollektion: | sid-55-col-jstoras14 JSTOR Arts & Sciences XIV Archive |
<p>The academic discourse paradigm locates the basic writer outside academic discourse, lacking the authority academic writers possess. This exclusion is manifested in peer response groups, where basic writers often shy away from critiquing substantive issues of content or organization in each other's work. This article describes a study of writing groups which attempted to build the bridges between basic writers and academic writers by incorporating a peer group leader-a sophomore student who guides basic writers-into peer response sessions. The peer group leader straddles the roles of the two primary types of peer collaboration in basic writing — peer response in basic writing classrooms and peer tutorials in Writing Centers — and thus draws from the advantages of both. This article analyzes the strengths and weaknesses of this project and its implications for the further use of peer group leaders in basic writing.</p> |