Abstract
The present study investigated the effects of scaffolding peer response on Tomorrow's Writing Platform (TWP) to enhance writing performance of elementary students. The program were conducted in a summer school in the period of three weeks, 15 days. The participants included 28 three to fourth-grade students recruited from neighbor 7 elementary schools in Taoyuan, Taiwan. The preliminary results showed that the participants could increase the length of writing article as the writing lesson. Peer response analysis showed the affective response were used the most and the editing response were the least. Writing performance would be affected by writing structure and participants' writing experience.