Preparing Students for Effective Peer Review in Writing-Intensive Courses

Abstract

BRIEF SESSION DESCRIPTION:

Faculty who teach writing-intensive courses may want to incorporate peer review into their assignments' draft-revision cycles. But if students lack guidance, they may provide scant or trivial feedback to each other on their drafts, with a truncated learning experience for both reviewer and reviewee.à The workshop leaders will begin with a 15-minute interactive demo of teaching students to provide high-quality feedback to each other on drafts, with faculty playing the role of students. After discussing research on and experiences with student peer review, faculty will be guided through a process for designing a short, assignment-specific lesson+workshop on peer review for students in one of their courses. Participants will provide feedback to each other on their designs.

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FULL ABSTRACT: Faculty who teach writing-intensive courses may want to incorporate peer review into their assignments' draft-revision cycles. But if students lack guidance, they may provide scant or trivial feedback to each other on their drafts, with a truncated learning experience for both reviewer and reviewee.à The workshop leaders will begin with a 15-minute interactive demo of teaching students to provide high-quality feedback to each other on drafts, with faculty playing the role of students. After discussing research on and experiences with student peer review, faculty will be guided through a process for designing a short, assignment-specific lesson+workshop on peer review for students in one of their courses. Participants will provide feedback to each other on their designs.

For more information about peer review:àhttps://stearnscenter.gmu.edu/teaching/writing-and-research