This is one teacher’s story about teaching writing. It describes and explains how Mickey (the second author) encouraged her young writers (6–7-year-olds) to collaborate with their peers ‘to make their writing even better’. The article describes how the teacher, Mickey, redesigned her writing lessons to further scaffold beginner writers. Mickey fostered peer response that involved the young writers working with partners—first by becoming active listeners, taking on the role of audience, and then by providing specific feedback on each other’s texts. This resulted in Mickey’s students developing the social skills of collaboration and capacity to engage in dialogic conversations. Furthermore, the students’ developing understanding of evaluation and critique enhanced their ability to change and improve their own written texts.
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