Abstract
Peer response could effectively increase text' length and quality. However, previous studies majorly focused on older students rather than younger learners. Hence, we designed peer response scaffolding to assisting 2nd-grade students in learning how to give suggestions. The research conducted into an experimental group and a control group to investigate the effect of peer discussion activity on children's story creation. The results showed: (1) Regarding posttest, the number of words in the experimental group was significantly higher than that in the control group; (2) Regarding five writing themes, the average length of the revised texts was significantly higher than the first draft in the experimental group; (3) The experimental group could gradually give their own Comments. Therefore, this study discussed how to help lower graders revise their compositions through peer discussion and provided following suggestion and limitation for teaching and research.