Collaborative writing: The effects of metacognitive prompting and structured peer interaction

Fiona Yarrow, K.J. Topping

    Research output: Contribution to journalArticle

    92 Citations (Scopus)

    Abstract

    Background. The structured system for peer assisted learning in writing named Paired Writing (Topping, 1995) incorporates both metacognitive prompting and scaffolding for the interactive process.

    Aim. This study sought to evaluate the relative contribution of these two components to student gain in quality of writing and attitudes to writing, while controlling for amount of writing practice and teacher effects.

    Sample. Participants were 28 ten- and eleven-year-old students forming a problematic mixed ability class.

    Methods. All received training in Paired Writing and its inherent metacognitive prompting. Students matched by gender and pre-test writing scores were assigned randomly to Interaction or No Interaction conditions. In the Interaction condition, the more able writers became 'tutors' for the less able. In the No Interaction condition, the more able writers acted as controls for the tutors and the less able as controls for the tutees. Over six weeks, the paired writers produced five pieces of personal writing collaboratively, while children in the No Interaction condition did so alone.

    Results. On pre- and post-project analyses of the quality of individual writing, all groups showed statistically significant improvements in writing. However, the pre-post gains of the children who wrote interactively were significantly greater than those of the lone writers. There was some evidence that the paired writers also had more positive self-esteem as writers.

    Conclusion. The operation and durability of the Paired Writing system are discussed.

    Original languageEnglish
    Pages (from-to)261-282
    Number of pages22
    JournalBritish Journal of Educational Psychology
    Volume71
    Issue number2
    DOIs
    Publication statusPublished - Jun 2001

    Fingerprint

    interaction
    writer
    Students
    tutor
    Aptitude
    student
    Self Concept
    self-esteem
    Learning
    gender
    ability
    teacher
    learning
    evidence
    Group

    Cite this

    @article{6d24bcc4a57a4bbfa0a739b6cc3e34d3,
    title = "Collaborative writing: The effects of metacognitive prompting and structured peer interaction",
    abstract = "Background. The structured system for peer assisted learning in writing named Paired Writing (Topping, 1995) incorporates both metacognitive prompting and scaffolding for the interactive process. Aim. This study sought to evaluate the relative contribution of these two components to student gain in quality of writing and attitudes to writing, while controlling for amount of writing practice and teacher effects. Sample. Participants were 28 ten- and eleven-year-old students forming a problematic mixed ability class. Methods. All received training in Paired Writing and its inherent metacognitive prompting. Students matched by gender and pre-test writing scores were assigned randomly to Interaction or No Interaction conditions. In the Interaction condition, the more able writers became 'tutors' for the less able. In the No Interaction condition, the more able writers acted as controls for the tutors and the less able as controls for the tutees. Over six weeks, the paired writers produced five pieces of personal writing collaboratively, while children in the No Interaction condition did so alone. Results. On pre- and post-project analyses of the quality of individual writing, all groups showed statistically significant improvements in writing. However, the pre-post gains of the children who wrote interactively were significantly greater than those of the lone writers. There was some evidence that the paired writers also had more positive self-esteem as writers. Conclusion. The operation and durability of the Paired Writing system are discussed.",
    author = "Fiona Yarrow and K.J. Topping",
    year = "2001",
    month = "6",
    doi = "10.1348/000709901158514",
    language = "English",
    volume = "71",
    pages = "261--282",
    journal = "British Journal of Educational Psychology",
    issn = "0007-0998",
    publisher = "Wiley",
    number = "2",

    }

    Collaborative writing : The effects of metacognitive prompting and structured peer interaction. / Yarrow, Fiona; Topping, K.J.

    In: British Journal of Educational Psychology, Vol. 71, No. 2, 06.2001, p. 261-282.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - Collaborative writing

    T2 - The effects of metacognitive prompting and structured peer interaction

    AU - Yarrow, Fiona

    AU - Topping, K.J.

    PY - 2001/6

    Y1 - 2001/6

    N2 - Background. The structured system for peer assisted learning in writing named Paired Writing (Topping, 1995) incorporates both metacognitive prompting and scaffolding for the interactive process. Aim. This study sought to evaluate the relative contribution of these two components to student gain in quality of writing and attitudes to writing, while controlling for amount of writing practice and teacher effects. Sample. Participants were 28 ten- and eleven-year-old students forming a problematic mixed ability class. Methods. All received training in Paired Writing and its inherent metacognitive prompting. Students matched by gender and pre-test writing scores were assigned randomly to Interaction or No Interaction conditions. In the Interaction condition, the more able writers became 'tutors' for the less able. In the No Interaction condition, the more able writers acted as controls for the tutors and the less able as controls for the tutees. Over six weeks, the paired writers produced five pieces of personal writing collaboratively, while children in the No Interaction condition did so alone. Results. On pre- and post-project analyses of the quality of individual writing, all groups showed statistically significant improvements in writing. However, the pre-post gains of the children who wrote interactively were significantly greater than those of the lone writers. There was some evidence that the paired writers also had more positive self-esteem as writers. Conclusion. The operation and durability of the Paired Writing system are discussed.

    AB - Background. The structured system for peer assisted learning in writing named Paired Writing (Topping, 1995) incorporates both metacognitive prompting and scaffolding for the interactive process. Aim. This study sought to evaluate the relative contribution of these two components to student gain in quality of writing and attitudes to writing, while controlling for amount of writing practice and teacher effects. Sample. Participants were 28 ten- and eleven-year-old students forming a problematic mixed ability class. Methods. All received training in Paired Writing and its inherent metacognitive prompting. Students matched by gender and pre-test writing scores were assigned randomly to Interaction or No Interaction conditions. In the Interaction condition, the more able writers became 'tutors' for the less able. In the No Interaction condition, the more able writers acted as controls for the tutors and the less able as controls for the tutees. Over six weeks, the paired writers produced five pieces of personal writing collaboratively, while children in the No Interaction condition did so alone. Results. On pre- and post-project analyses of the quality of individual writing, all groups showed statistically significant improvements in writing. However, the pre-post gains of the children who wrote interactively were significantly greater than those of the lone writers. There was some evidence that the paired writers also had more positive self-esteem as writers. Conclusion. The operation and durability of the Paired Writing system are discussed.

    UR - http://www.scopus.com/inward/record.url?scp=0035380065&partnerID=8YFLogxK

    U2 - 10.1348/000709901158514

    DO - 10.1348/000709901158514

    M3 - Article

    AN - SCOPUS:0035380065

    VL - 71

    SP - 261

    EP - 282

    JO - British Journal of Educational Psychology

    JF - British Journal of Educational Psychology

    SN - 0007-0998

    IS - 2

    ER -