Facilitating Successful Peer Review
Understanding & Articulating (to students) the Purpose/Benefits:
Helps writers imagine a wider audience (beyond self and/or teacher)
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Provides opportunity for direct audience feedback (to identify areas in need of greater support or clarification; to anticipate possible counter-arguments; to gauge level of interest/engagement; to help generate/expand on ideas)
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Provides an opportunity to hear/read other writers' prose (³This is sometimes the greatest benefit: a benefit for the reviewer.)
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Explain that ALL WRITERS at ALL LEVELS of accomplishment need and should seek out peer review. Possibly, reference how you, as a writer, have received and benefited from peer review.
Structuring a Syllabus & Classroom Time to Promote Peer Review:
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Promoting the Writing Center:
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A.
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On your syllabus, you might place a statement like the following:
PLU Writing Center (located in Library 220)-Take advantage of this free writing peer consultation service available for all PLU students. This is a good place for the types of feedback and networking that good writers seek out.
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B.
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Schedule a 15 minute orientation for your class in the Writing Center.
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C.
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Take advantage of the Writing Center's offer to conduct peer review with your class in the center.
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Begin small peer group activities early in the semester to help students get to know one another and to begin to feel comfortable working with and responding to each other. |
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Place on your syllabus words that help students expect and value peer review:
Example
Wk 4 (10/15)-Bring to class 3 copies of your preliminary draft for
Peer Review
Example: Grade Distribution-(10%) Quality of participation and peer feedback. |
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On writing assignment sheets, specify exact audiences for assignments so that students can better help their peers meet audience needs and expectations. |
