Teaching writing for learning at university: a proposal based on collaborative review / Enseñar a escribir para aprender en la universidad: una propuesta basada en la revisión colaborativa

Abstract

This study analyses the relationship between collaborative review and final quality of a text, as part of an intervention in which writing was used as an epistemic tool and students acted alternately as writers and reviewers. Participants included 49 psychology students, who wrote three successive versions of an argumentative synthesis. They received feedback from peers and the teacher for each of these versions. The quality of the final text, suggestions for change provided by the teacher and student reviewers on 196 drafts and the evolution of the texts during the review process were analysed. Results indicated differences regarding the type of comments and the impact on the final text, identified certain aspects of collaborative review that predicted the quality of the final text and showed the existence of different writer and reviewer profiles that had a differential impact on the quality of the final text.