ANALYZING TALK IN ESL PEER RESPONSE GROUPS - STANCES, FUNCTIONS, AND CONTENT

This study analyzes the interaction during peer response as it occurs in an authentic writing class. Transcripts of 27 response groups are a nalyzed using the constant comparative method (Glaser & Strauss, 1967) to identify reader stances and determine the characteristics of these stances. We identified four categories of reader stances-authoritativ e, interpretive, probing, and collaborative. We then analyzed the lang uage functions and topics discussed during the response sessions. This analysis reveals interesting differences across the four stances in f ive function categories (Summarize Essay, Express Intention, Give Sugg estion, Give Opinion, and Give Information) and in three content categ ories (Writing Process, Ideas, and Audience and Purpose). We conclude that interactive peer response offers benefits to the students. Howeve r, in the probing and collaborative stances, the writer is encouraged to articulate the intended meaning of the text, thereby clarifying, ex panding, and shaping meaning. These two stances therefore engage stude nts in a fuller understanding of the writing process.