Commenting on Writing: Typology and Perceived Helpfulness of Comments from Novice Peer Reviewers and Subject Matter Experts

Autor/inn/en	Cho, Kwangsu; Schunn, Christian D.; Charney, Davida
Titel	Commenting on Writing: Typology and Perceived Helpfulness of Comments from Novice Peer Reviewers and Subject Matter Experts
Quelle	In: Written Communication, 23 (2006) 3, S.260-294 (35 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-0883
DOI	10.1177/0741088306289261
Schlagwörter	Writing (Composition); Peer Evaluation; Undergraduate Students; Psychology; Feedback; Web Based Instruction; Essays; Criticism + Suchen Sie Ihr Suchwort? Schreibübung; Psychologie; Web Based Training; Essay; Aufsatzunterricht; Kritik
Abstract	How do comments on student writing from peers compare to those from subject-matter experts? This study examined the types of comments that reviewers produce as well as their perceived helpfulness. Comments on classmates' papers were collected from two undergraduate and one graduate-level psychology course. The undergraduate papers in one of the courses were also commented on by an independent psychology instructor experienced in providing feedback to students on similar writing tasks. The comments produced by students at both levels were shorter than the instructor's. The instructor's comments were predominantly directive and rarely summative. The undergraduate peers' comments were more mixed in type; directive and praise comments were the most frequent. Consistently, undergraduate peers found directive and praise comments helpful. The helpfulness of the directive comments was also endorsed by a writing expert. (Contains 4 tables, and 6 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10