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ERIC Number: ED216365
Record Type: RIE
Publication Date: 1982-Mar
Pages: 14
Abstractor: N/A
Reference Count: 0
Freedom, Restraint, and Peer Group Interaction.
Flynn, Elizabeth A.
To determine how college students evaluated their classmates' writing and whether their critiquing was effective, a study examined the critique sheets of 10 students, each of whom responded to two argumentative essays written by their classmates. Results suggested that student readers did not always impose the constraints necessary for providing their classmates adequate feedback and that students were too accepting of unfocused or insubstantial essays. The students' ability to compensate for the deficiencies of a student often seemed to interfere with their ability to provide constructive criticism. Possibly their inability or unwillingness to identify communication gaps (incoherence) stemmed from their development of a repertoire of reading strategies that were effective for reading relatively coherent materials, such as required textbooks, but were inappropriate for reading student essays. In their critiques, the students read papers that mimicked the style of professional writers. As a result, they gave the writers of such papers very little useful feedback. This suggests that students must be trained to recognize incoherence and fogginess, and the training must be rigorous enough to counter conditioned expectations about the nature of written texts. Teachers can train students to read classmates' papers by providing them with examples of the assigned genre and by reviewing papers with the class, pointing out their limitations as well as their strengths. (HOD)
Publication Type: Speeches/Meeting Papers; Reports - Research; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (33rd, San Francisco, CA, March 18-20, 1982).