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ERIC Number: EJ868492
Record Type: Journal
Publication Date: 2009-Dec
Pages: 14
Abstractor: ERIC
Reference Count: 19
ISSN: ISSN-0098-6291
Gender and Peer Response
Tomlinson, Elizabeth
Teaching English in the Two-Year College, v37 n2 p139-152 Dec 2009
This case study examines written peer response materials generated by small groups with varying gender compositions. Based on those observations, the author offers several pedagogical implications. She suggests that groups' gender make-up often does influence written feedback provided by group members during peer response sessions. By better understanding the potential impact of gender in this situation, other instructors in similar positions may be better able to create communities of influence wherein everyone's contribution is valued. In the following section, the author briefly reviews the literature on gender roles in small groups. Next, she explains her rationale and method for employing peer response sheets within groups, again drawing from the relevant literature. She then shares and discusses the results of this classroom-based research on using peer response sheets, focusing on gender. The essay closes with several suggestions for other instructors who employ group peer response. (Contains 8 notes and 3 tables.)
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A