*Writing Instruction IDENTIFIERS Student Empowerment

A college composition instructor uses peer response groups in first-year composition, basic writing, and graduate courses because it seems to be a good alternative to more teacher-centered and teacher-dominated forms of education. The instructor has found the groups to be successful, but there are problems. Four typical problems are: the group member who is developmentally far behind her peers and offers only redundant comments; recent immigrants who usually dread and evade peer response groups; a group member (usually male) who constantly interrupts; and the very talented writer who overwhelms his peers. Group members dealing with these problems are indeed on task: they are learning that: (1) their suggestions may be redundant; (2) peer interaction can be avoided; (3) a reticent member can be persuaded to participate; (4) fine writing both pleases and dismays other group members; and (5) a power struggle for the floo