This research explores peer review in the academic writing of ESL university students.
It investigates the problem from both qualitative and quantitative perspectives. Overall
findings showed no significant differences between the holistic coherence ratings
given to the original and final drafts of the group of students exposed to a process
approach to writing with peer review. Similarly, there were no significant differences
between the holistic coherence ratings of this experimental group and control group
on their final drafts. However, the findings of finer-grained comparative analyses of
each experimental group student's original and final drafts revealed both positive and
negative results with respect to changes made. The study also explores the changes
in terms of the peer review process, so attempting to analyse in more qualitative
detail how coherence is constituted in student academic writing. / Linguistics and Modern Languages / M.A. (Linguistics)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/17518 |
| Date | 11 1900 |
| Creators | Motha, Kholofelo Charlotte |
| Contributors | Hubbard, E. H. (Ernest Hilton), 1947- |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (221 leaves) : illustrations |
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