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ERIC Number: EJ1097177
Record Type: Journal
Publication Date: 2006
Pages: 5
Abstractor: ERIC
ISSN: ISSN-0007-8034
A Story of Promises and Pitfalls in Whole-Class Peer Review
Engbers, Susanna Kelly
CEA Forum, v35 n2 Sum-Fall 2006
The author values peer feedback in her freshman composition class, largely because it helps students to develop confidence and ability in analyzing various texts, including, of course, their own. Like most instructors who use peer review, the author recognizes that although she is capable of, and quite comfortable with, offering students detailed feedback at the global and local levels, that is not the best means by which to develop students' abilities in writing. Better--and far more difficult--is to build into the course ways through which students may develop their skills as critics. Better--and far more difficult--for her to stand out of the way. In this article, the author offers a teaching strategy that she uses to help her students become more self-sufficient and less reliant on her feedback. It is a form of peer-review, in which one essay from each student receives criticism from the whole class at one particular session during the semester. The author calls it a "publishing day," a term she borrowed from Donald Murray's "A Writer Teaches Writing." The author shares it not as a model of a strategy fully realized but one in process, in hopes that readers might find something to try, something to avoid, something to adapt.
College English Association. Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A