Abstract:

This paper deals with peer review in freshman writing classes. Peer feedback, an integral part of the process approach to writing instruction, can be made meaningful. Training students to give peer review is essential to maximize its use and improve students’ attitudes to the procedure (Ferris & Hedgecock, 2005; Leki, 1990b; McGroarty & Zhu, 1997; Min, 2006). The issue here is finding a way to get peers to respond to meaning in the text, drawing the writer’s attention to weaknesses such as gaps in explanations. These are commonly not noticed by the writer because of the additional knowledge they have about the material through creating it that is not available to other readers (Berg, 1999; Pianko & Radzif, 2001). Training that assists students to offer advice on areas which they have knowledge of, such as idea development and organization, and minimizes or eliminates a focus grammar and mechanics, increases student confidence in the activity. Instructors’ modeling the type of feedback they want through giving clear text-specific feedback themselves also helps students to become competent peer reviewers. Modeling good feedback does not have to become a burden as it can be made manageable through the use of conveniently placed comments box in Word and the use of AutoComplete.

Keywords:

Peer review, computer technology, modeling.