This presentation describes an ethnographic study involving a group of intermediate-level teenagers learning EFL writing in a skills-integrated program, with a focus on peer revision. Students’ reactions to and productions in all stages of the writing process will be shared and practical tips on scaffolding peer revision will be provided.

1. Scaffolding Teens’ Way from Reluctant to Confident Peer Reviewers Isabela Villas Boas Casa Thomas Jefferson, Brasília

12. People my age like to do many things, but most people my age don’t like to study. We like to go out every Saturday with our friends and we don’t like calmer activities so much. All people in my age love to go to the movies with our friends, because it is fun. We prefer action movies and we usually go to the movies. Other thing that people my age do, is play video game and most of them are boys. We play video game every day with our friends or alone. We play video game in our home and we like this because we relax. All people my age like to use the computer because it´s cool. We use the computer every day. Of course, there are many others things that people my age like to do, but these are the ones that we most like to do.

13. You made a good composition because it is easy to understand. You could put more details about the activities and you could write a better introduce, because there are a wrong in the 3th sentence. (T)

14. Write more detais and write more activities not only about hanging out. Look at the adverbs of frequency but it is great congratulations. (H) I like your composition because I identify me in the second paragraph because I sleep all the time that I can. You could make a better job in the introduce. (C) The composition is easy to understand, but he should put more informations about the activities. (ML e JL) Effective Almost effective Partially effective Not effective 5 3 3 2

15. Her composition is good because she wrote a lot of details, but there are some incorrect words and the sentences are too longer. (LG) The good things in this composition are the vocabulary and the grammar. It has some mistakes about rules and contents. (JS) The vocabulary is very good and there is a lot of details.(JO) You made a good composition because it is easy to understand. You could put more details about the activities and you could write a better introduce, because there are a wrong in the 3th sentence. (T)

18. Questions: Checklist: Effective review Almost effective Partially effective / Not effective 8 2 0 Relevant Questions Only one question, but relevant Couldn’t think of anything to ask 6 3 1

21. Student added the additional information requested

31. Content + suggestions for improvement Content and suggestions but vague Comments on the positive points but no suggestions Comments only on content 6 1 2 1 Yes No No suggestions Received valid suggestions? 7 5 2 Able to provide valid feedback? 11 3

38. Positive aspects Aspects that need improvement Good number of details More linking words Right number of paragraphs More colorful vocabulary Lots of examples Making fun of specific styles Enough information Introduction Good development Good explanation of styles

40. Pair Relevant contributions Dominated the interaction 1. JL JD yes yes √ 2. GU JO yes yes 3. H E yes yes √ 4. ML J Partially No 5. MR G Yes Yes 6. T LG Yes Yes √ 7. ME M Partially Partially √ (a negative domination)

41. SUMMING UP Format of Peer review Effective Mostly effective Partially effective Ineffective # 1 – Checklist + an open-ended question regarding what the reader had liked best about the text. 5 3 3 2 # 2 – Checklist + questions to lead the author to improve the content. 8 2 0 0 # 3 – Open-ended questions 7 0 3 2 # 4 – Open-ended questions 6 0 3 2 # 5 – Peer review guidelines designed in loco, elicited by the teacher. 6 1 1 1 # 6 – Open-ended conversation; students were oriented to talk about strong points and points that needed improvement 10 0 3 1

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