MMU Good Practice Exchange


Supporting Peer Writing and Peer Learning

Download transcript of interview:    

Project Details

Lisa Appleyard-Keeling, Programme Support Tutor, runs peer writing groups for students on the BA(Hons) Social Care programme. These groups were set up to address a disparity between staff and students expectations of academic writing, and to help students prepare to write their dissertations.

The peer writing group has several benefits. The process gives students more confidence and ownership over their work. Most importantly for Lisa, the students become ‘academic writers rather than students who are not empowered’. The writing process is demystified for the students and they apply what they have learned across their studies, not just in one assignment.

To help students get the most out of the peer writing process, the sessions are carefully planned. In this film, Lisa shares the ways she eases them into this new way of working, including style of delivery, and modelling how to critique work and give feedback.

Rules of Peer Learning
In the film, Lisa mentions the ‘rules of peer learning’. Lisa includes simple etiquette like ‘join in’ and 'respect the contributions of all members' to help students understand the purpose of peer learning and make them feel more secure about the expectations.

Student perspective
The students identified the value of sharing their knowledge to plan their assignments and that the format of the peer writing group was informal, which helped them grow in confidence. One student said the sessions were particularly useful because English is not her first language, and having the opportunity to ask questions about academic writing in the group was beneficial.


What do the students think of the peer learning groups? The video below shows their perspective:

Contact Details:

Lisa Appleyard-Keeling
Social Care

Related UTA resources:

Developing your Teaching

Lectures and Lecturing

Continuous Monitoring and Improvement (CMI)