Peer feedback. To this end, the study investigated meaning and limitation of peer feedback discussed in the past and drew requirements for Persuasive writing. To support Persuasive writing for an author, questioner who does cross examination with cooperative manner. And then, the study suggested educational content of cross examination for cooperative peer. For this, the study established system of educational content for cross examination and drew elements of educational content. Educational content drawn from consideration of instruction stages, and teaching and learning process was composed of module for understanding cross examination, module for exploring text structure, module for checking argumentation error, and module for identifying validity of evidence. In each module, elements to be checked through cross examination made by cooperative peer and examples of question were suggested. The study has educational meaning that by using cross examination used in academic debate before as idea generation and message organizing strategy for Persuasive writing. The study also has meaning that through cross examination by cooperative peer, an author can do actual thinking training - the author can check his or her writing, considering readers. In addition, it is expected that dynamic interaction between writer and cooperative peer can contribute to improving potential writing ability for an author as well as for cooperative peer.

The purpose of the study is to suggest educational content of cross examination, giving attention on cross examination as method for Peer feedback. To this end, the study investigated meaning and limitation of peer feedback discussed in the past and drew requirements for Persuasive writing. To support Persuasive writing for an author, questioner who does cross examination with cooperative manner. And then, the study suggested educational content of cross examination for cooperative peer. For this, the study established system of educational content for cross examination and drew elements of educational content. Educational content drawn from consideration of instruction stages, and teaching and learning process was composed of module for understanding cross examination, module for exploring text structure, module for checking argumentation error, and module for identifying validity of evidence. In each module, elements to be checked through cross examination made by cooperative peer and examples of question were suggested. The study has educational meaning that by using cross examination used in academic debate before as idea generation and message organizing strategy for Persuasive writing. The study also has meaning that through cross examination by cooperative peer, an author can do actual thinking training - the author can check his or her writing, considering readers. In addition, it is expected that dynamic interaction between writer and cooperative peer can contribute to improving potential writing ability for an author as well as for cooperative peer.

persuasive writing, idea generation, message organization, peer feedback, academic debate, cross examination