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This research project investigated the effects of using Literature Circles and Guided Reciprocal Peer Questioning on students’ writing and discussion. The study focused on the reflective components of students’ writing assignments, the intellectual content of their literary discussions and explored students’ views concerning the benefits of this activity. A framework by Pasternak and Rigoni (2015) was used to evaluate students’ reflective writings and a framework from Marshall (1995) was used to analyze the intellectual content in discussion. It was found that students were able to produce Analytical Reflections and Descriptive Writings with high frequency. In addition, students performed well in the categories of Inform-interpret, Inform-evaluate and Response in their discussion abilities.
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