| Acknowledgements | 第1-7页 |
| Abstract | 第7-9页 |
| 中文摘要 | 第9-11页 |
| List of Figures and Tables | 第11-12页 |
| List of Appendixes | 第12-13页 |
| List of Abbreviations | 第13-14页 |
| Chapter One: Introduction | 第14-18页 |
| ·Chapter overview | 第14页 |
| ·Importance of writing | 第14页 |
| ·Teaching writing in L1 & L2 | 第14-15页 |
| ·The definition of peer review | 第15-16页 |
| ·The scope and significance of the present study | 第16-18页 |
| Chapter Two Literature Review | 第18-25页 |
| ·Chapter Overview | 第18页 |
| ·To what degree students adopt peer suggestions | 第18-20页 |
| ·Nelson & Murphy | 第18页 |
| ·Mendon(?)a and Johnson | 第18-19页 |
| ·Connor & Asenavage | 第19页 |
| ·Villamil & Guerrero | 第19-20页 |
| ·What sorts of revisions students make after receiving peer response | 第20-21页 |
| ·Whether peer feedback leads to improved end products | 第21页 |
| ·Student opinions about peer feedback | 第21-23页 |
| ·Leki | 第22页 |
| ·Mangelsdorf | 第22页 |
| ·Mendo(?)a and Johnson | 第22页 |
| ·Shuqiang Zhang | 第22-23页 |
| ·Carson and Nelson | 第23页 |
| ·Duqing Wang | 第23页 |
| ·Training for peer review | 第23-25页 |
| ·Stanley | 第24页 |
| ·Zhu Wei | 第24-25页 |
| Chapter Three: Rationale for This Study | 第25-35页 |
| ·Chapter overview | 第25页 |
| ·Process-oriented Writing | 第25-28页 |
| ·The development of writing theories from the product-oriented to the processoriented | 第25-26页 |
| ·Grave's Model | 第26-27页 |
| ·Flower and Hayes Model | 第27-28页 |
| ·Krashen's Input Hypothesis in Second Language Acquisition | 第28-31页 |
| ·The Acquisition-Learning Hypothesis | 第28-29页 |
| ·The Monitor Model | 第29-30页 |
| ·The Natural Order Hypothesis | 第30页 |
| ·The Input Hypothesis | 第30页 |
| ·The Affective Filter Hypothesis | 第30-31页 |
| ·Long's Interaction Hypothesis | 第31-32页 |
| ·Zones of Proximal Development | 第32-33页 |
| ·Advantages of Peer Response Groups | 第33-35页 |
| Chapter Four: Experiment Study | 第35-41页 |
| ·Chapter overview | 第35页 |
| ·Objectives of the study | 第35-36页 |
| ·Subjects background | 第36页 |
| ·Design and procedures of the study | 第36-37页 |
| ·Teacher-student training conferences | 第37-38页 |
| ·Students' peer response sessions | 第38-39页 |
| ·Data analyzed | 第39-41页 |
| ·Composition scoring scale | 第39页 |
| ·Coding scheme for students' written comments | 第39-40页 |
| ·Frequency description | 第40-41页 |
| Chapter Five: Data Analysis and Discussion | 第41-56页 |
| ·Chapter overview | 第41页 |
| ·What are the effects of training for peer review on college students' ability to comment on peer writing? | 第41-43页 |
| ·What are the effects of training for peer review on college students' writing quality? | 第43-47页 |
| ·What are the effects of training on college students' attitudes toward peer review? | 第47-53页 |
| ·Results of the questionnaires | 第47-52页 |
| ·The amount of revisions done based on peers' feedback | 第52-53页 |
| ·Results of the open-ended questions: qualitative analysis | 第53-56页 |
| ·Comments on peer response groups | 第53-55页 |
| ·Three categories of comments | 第53页 |
| ·Frequency counts of comments in the three categories | 第53-54页 |
| ·Differences in comments between the two groups | 第54-55页 |
| ·Students' suggestions for the improvement of peer response activity | 第55-56页 |
| Chapter Six: Conclusion and Pedagogical Implications | 第56-62页 |
| ·Chapter overview | 第56页 |
| ·Major findings | 第56-58页 |
| ·Effects of training on ability to comment | 第56页 |
| ·Effects of training on quality of writing | 第56-57页 |
| ·Effects of training on attitudes | 第57页 |
| ·Appraisal of research methods used | 第57-58页 |
| ·Pedagogical implications | 第58-60页 |
| ·Peer review as a way to raise learner autonomy | 第58页 |
| ·Training is necessary for effective peer review | 第58-59页 |
| ·Training on task dimension | 第58-59页 |
| ·Training on social dimension | 第59页 |
| ·Recommended methods for peer review training | 第59-60页 |
| ·Limitations of the study | 第60页 |
| ·Recommendations for future research | 第60-61页 |
| ·Concluding remarks | 第61-62页 |
| Bibliography | 第62-73页 |
| Appendixes | 第73-80页 |
