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Peer Review—OWL
- 1. Peer Review Looking at Texts from a Reader’s Point of View
- 13. The End
Notas do Editor
- Rationale: Welcome to “Peer Review.” This presentation is designed to acquaint your students with the concept of peer review. This presentation will include the who, what, where, when, and why of peer review. The slides presented here are designed to aid the facilitator in an interactive presentation of the elements of peer review. This presentation is ideal for any level of writing, including freshman composition. This presentation may be supplemented with OWL resources: http://owl.english.purdue.edu/owl/. Directions: Each slide is activated by a single mouse click, unless otherwise noted in bold at the bottom of each notes page. Writer and Designer: Jo Doran, 2007 Developed with resources courtesy of the Purdue University Writing Lab © Copyright Purdue University, 2007.
- It is easy to assume that people know what we are talking about, but too often we do not fully explain ourselves. That is why it is good to have ‘another pair of eyes,’ so to speak. It is also helpful to have one of our peers look at our writing… someone who thinks like we do. That is where review from a peer is so helpful. While most readers are ‘friendly readers’ in that they try to follow along with our ideas, peer review gives us valuable feedback at any point in our writing. Click mouse for each paragraph.
- Other students, who are taking the same classes, probably think similarly to you. Therefore, they are good prospects for honest and helpful peer review feedback. Students also have to see their instructors as helpful peer review individuals… but students need to rely on people other than just the instructor. Encouragement by instructors, regarding the positive nature of in-class peer review, will help strengthen students’ acceptance of peer review. Students often ask roommates to look over their papers. This can be helpful, but more often it is best to encourage students to make appointments at the writing lab. Purdue’s Writing Lab is a very safe and helpful place to go with writing questions, needs, or just feedback.
- According to “The Allyn & Bacon Guide to Writing” (Concise/Third Edition, 2003), peer review works best in two types of in-class workshops: 1) Response-Centered Workshops 2) Advice-Centered Workshops Response-Centered workshops are process based: They focus on the writing process and interpretations (in reading) of the text. Attention is given to higher-order concerns. Advice-Centered Workshops are product-based: They focus on the product (the text) and therefore give feedback on more lower-order concerns. Students and Instructors need to choose which type of peer-review workshop is best for what stage of writing. Early writing stages lends themselves better to response-centered workshops. Later writing stages lend themselves better to advice-centered workshops. That said, either type of workshop can be used at any stage.
- Students may think that peer review by anyone (such as their roommate) works just as well as in-class peer review. The truth is that peer review that is structured and focused works much better. Contact the writing center on your campus for scheduled peer-review.
- Just like the ‘what’ of peer review, students need peer review at different stages of their writing. Students often think ‘revising’ means to edit: Fix grammar errors, correct spelling, etc. Earlier-stage peer review is a good way to help students understand revision and to see revision as more in-depth work. Peer Review is a good way to model the importance of audience awareness to students.
- Students often express their initial dislike of peer review feedback. Students often go into peer review only thinking about what they will ‘receive’ from others. Those students who benefit the most from peer review are those who - through working through the entire process - find that they learn more about their own writing by peer reviewing another peer’s text than they do by receiving feedback from others. This does not mean that feedback does not help, but peer review works from both ‘ends.’
- Peer Review Handouts are very helpful to students. Providing students with a list of questions gives them a place to start. Additionally - and perhaps more importantly - is the need to model peer review with the class as a whole before students begin the process themselves.
- The ‘So What’ maneuver is often helpful to writers as it gets them to be more specific. Talking through a text can give the writer new ideas. Playing devil’s advocate can be helpful as long as things stay positive. Students have to remember that it is more important to be helpful and positive than to be negative and critical. In the end, it is up to the writer-not the peer reviewer.
- Textbook Documentation: Ramage, John D., John C. Bean, and June Johnson. The Allyn & Bacon Guide to Writing. 3rd ed. New York: Longman Publishers, 2003. Chapter 11, “Writing as a Problem-Solving Process.” Peer Review Section: “Using Peer Reviews to Stimulate Revision,” (264-270).
- Textbook Documentation: Ramage, John D., John C. Bean, and June Johnson. The Allyn & Bacon Guide to Writing. 3rd ed. New York: Longman Publishers, 2003. Chapter 11, “Writing as a Problem-Solving Process.” Peer Review Section: “Using Peer Reviews to Stimulate Revision,” (264-270).