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Abstract This study investigates the effectiveness of mapping as a prewriting strategy training for subsequent peer written feedback from English learners. Ninety-two non-English majors participated in the experiment, and a pretest-posttest design was adopted to compare the peer written feedback produced and the feedback-induced revisions from both the experimental and the control groups. Semi-structured interviews with the experimental group were also conducted to verify the impact of this strategy training on peer written feedback. Findings showed that compared with the control group, the experimental group not only provided more content and organization feedbacks but also made significantly higher quality revisions in content and organization. Meanwhile, findings of the interviews revealed that the experimental group was more positive towards peer feedback and tended to take peers’ map as an important guide for providing feedback. Therefore, it is concluded that mapping as a prewriting strategy training in college English writing courses is conducive to reinforcing students’ awareness of high-ordered issues, and improving the quality of their written feedback.
Key words: mapping; prewriting strategy training; peer written feedback; content; organization
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