Students' Development of Writing Skills on Grammatical Units Through Peer and Teachers' Correction Strategies

Abstract

Students must learn to write to succeed in school, work, and personal life. This essential skill does not develop naturally and requires sufficient practice and instruction. One of the core goals of education is to teach students to use writing effectively and adaptively. However, many schools worldwide fail to meet this goal, leaving many students without the writing skills necessary for success in today's society. A major contributing factor is the lack of appropriate writing instruction for students. This chapter explores the development of students' writing skills, mainly focusing on grammatical units, through peer and teacher correction strategies. It also identifies key barriers to effective writing instruction, such as limited instructional time, insufficient teacher preparation, and the influence of national, state, district, and school policies, along with historical, social, cultural, and political factors. The chapter offers insights into addressing these obstacles and transforming classroom writing practices globally. By increasing the knowledge of relevant stakeholders about writing, it aims to foster a vision for improving writing instruction at the policy, school, and classroom levels through peer and teacher correction strategies. Specific recommendations help school administrators, teachers, and students realise these changes.