Peer Critique as a Signature Pedagogy in Writing Studies

Autor/in	Heinert, Jennifer
Titel	Peer Critique as a Signature Pedagogy in Writing Studies
Quelle	In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 16 (2017) 3, S.293-304 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-0222
DOI	10.1177/1474022216652767
Schlagwörter	Peer Evaluation; Writing Evaluation; Writing Instruction; Teaching Methods; Writing Skills; Writing Improvement; Writing (Composition); Postsecondary Education as a Field of Study; Writing Across the Curriculum; Undergraduate Students + Suchen Sie Ihr Suchwort? Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Writing skill; Schreibfertigkeit; Schreibübung
Abstract	In this essay, the author connects research on student learning in writing studies with the theory of signature pedagogies first presented by Shulman in 2005. In particular, the author unpacks how peer critique (also called peer review) develops the habits of mind of the discipline articulated in the "Framework for Success in Postsecondary Writing"(Hansen, 2012). By looking through the lens of Shulman's structural definition of signature pedagogies, the author shows how peer critique develops the "habits of head, hand, and heart" of writing studies (Ciccone, 2009). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01