The Language Teacher
December 2001

The Language Teacher's Peer Support Group: Motivated by Writers Wanting to Develop Their Writing

Wilma Luth with contributions by Andy Barfield, Scott Gardner, and Mary Lee Field


Writing can be a lonely task. The struggle to write clear, succinct prose is com pounded by the blank piece of paper or empty computer screen staring back at you. Even the best articles are produced by writers emotionally tied up in their subject matter and focused on getting the words right. Once an article is finished it can be nerve-wracking when someone else reads it. Though some might see editorial pen marks throughout their papers as a challenge, others cringe at the thought.

The role of Peer Support Group (PSG) members is as non-judgmental peer readers. We are not editors. Our main goal is to help writers step back from their articles and see them through a reader's eyes. We read each piece as a work in progress, trying to decide what works and what does not work. In our feedback we commend the former and make recommendations about how the latter might be changed. There are usually several rounds of feedback and rewrites, as our initial broad focus on content and structure narrows down to the sentence and word level. During the entire process we are committed to supporting rather than overpowering the writer's voice.

Following are some examples of PSG member feedback to writers:

This paper attempts to address two distinct issues . . . . Both issues deserve their own article. However, in attempting to address both in one, I wonder whether you've managed to adequately address either. The opening sections suggest that the paper will be about [one topic], but this is not dealt with until the second half. (RC)

[As] I was reading the responses of the participants a number of questions came to mind that were answered later in the article . . . . So, my main suggestion in this first round of feedback is that you reorganize the article so that the explanation of the program comes before the participant responses, like this . . . . (WL)

I'd suggest that you cut from [A] all the way through to [B]. It doesn't really catch my interest, and the information may be redundant for many readers. Once you make this cut, you could just label the first section "Background," and do away with all the subheadings . . . . (AB)

My curiosity was aroused but not satisfied here, and what to look for in Appendix D was not immediately or completely apparent. Perhaps you could mention the key findings and a simplified table of improvements could appear about here . . . . (PB)

Of course, PSG members are not infallible and the writer must decide which suggestions to adopt. But because two readers manage each paper, they become sounding boards for each other in responding to the writer. The writer in turn benefits from two perspectives on the piece.

Who is the PSG?

The PSG is a group of teachers who understand the challenges of writing well and have experienced the benefits of collaborative work with sympathetic readers. ñIt's been really interesting, very busy, and also fun,î says one PSG member. "I've learned from the beginning writers and from my colleagues" (MLF). Another member writes: "I know I've admitted this is probably weird before, but I really do enjoy giving feedback on articles. Those who can, do and all that" (SMG).

PSG members also value good writing and understand how it can carry a reader effortlessly through an article: "I was greatly pleased with the quality of the papers, the writing was far better than what comes directly to the editor it seemed to me" (TC). We are motivated by writers who want to work on and improve their work: "I like [her] enthusiasm!" (RC)

At the time of this writing, the PSG has eight members. The membership list tends to be fluid as new members join and others leave due to personal or work commitments. Anyone interested in good writing and in giving feedback to writers is welcome to join us. Although we work only in English at the moment, we hope that soon we will also be able to assist writers of Japanese. It depends simply on who joins the group.

Why the PSG?

In the two years of its existence, the PSG has found its niche working with both native and non-native writers of English who have yet to be published. Some writers are In the two years of its existence, the PSG has found its niche working with both native and non-native writers of English who have yet to be published. Some writers are referred to us by TLT editors, others contact us directly after seeing our email address (<peergroup@jalt-publications.org >) in the back of every issue of The Language Teacher.

Although for this special issue we have some editorial responsibilities, we usually do not decide what will be accepted for publication. However, we will always help writers get closer to their goals. Our writers' success rate is good. Yet even if their articles are not selected we hope that the feedback we have provided will equip them for their next writing task.

Perhaps the most valuable benefit for writers working with the PSG has been the opportunity to develop a deeper understanding of the writing process. The writers we work with are often unsure how to revise their work for publication because they find it difficult to step back and see it objectively. Experiencing the cycle of sending us an article, waiting for a response, reading the feedback, revising and resending helps writers become more objective about their work. They learn how to put a piece of writing aside and come back to it with fresh eyes. They find out how their words sound to others. Participating in this process has been rewarding for both writers and peer readers.

Note: Please see also the article "Celebrating Collaboration: The Writer's Peer Support Group" in the December 2000 TLT -- <langue.hyper.chubu.ac.jp/jalt/pub/tlt/00/dec/luth.html>

The current PSG members are Andy Barfield, Paul Beaufait, Torkil Christensen, Robert Croker, Mary Lee Field, Wilma Luth, Steve McGuire, Andrew Obermeier, and Malcolm Swanson.



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