抄録
The purpose of this paper is to establish whether Peer Response urges students' active elaboration. The research focused on the variety of revision resources the students use when they elaborate their draft without teacher correction during 3 month activities. The results are 1) 7 kinds of revision resources were utilized, 2) Usage of revision resources changed during the term, but the variety increased in the last period. Therefore, a certain amount of time is necessary for students to get used to Peer Response activities. Their active elaboration could be urged by continuous Peer Response.
