Peer Review as a Strategy for Improving Students' Writing Process

Autor/in	Baker, Kimberly M.
Titel	Peer Review as a Strategy for Improving Students' Writing Process
Quelle	In: Active Learning in Higher Education, 17 (2016) 3, S.179-192 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787416654794
Schlagwörter	Writing Processes; Writing Improvement; Peer Evaluation; Feedback (Response); Revision (Written Composition); Content Area Writing; Writing Assignments; Formative Evaluation; Scheduling; Teaching Methods; College Students; Educational Strategies + Suchen Sie Ihr Suchwort? Korrektur; Schriftliche Übung; Disposition; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Lehrstrategie
Abstract	Peer review is an established strategy for improving the quality of students' writing. This study moves beyond the focus on outcomes to assess the peer-review process. In particular, this study focuses on the timing of the peer review, a highly structured feedback form, and student writers' revisions after engaging in peer review. This study draws from a peer-review assignment conducted over 3 years in upper-division, discipline-specific courses. The data reveal these strategies force students to begin writing earlier in the semester, help the students offer formative feedback to their peers, and encourage students to substantially revise their drafts before submitting the final paper. This study reveals the importance of assessing the peer-review process. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01