Grade-Accountable Peer Editing: Students' Perceptions of Peer-Editing Assignments

Autor/in	Holt, Jessica
Titel	Grade-Accountable Peer Editing: Students' Perceptions of Peer-Editing Assignments
Quelle	In: Journalism and Mass Communication Educator, 74 (2019) 1, S.31-43 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1077-6958
DOI	10.1177/1077695818764959
Schlagwörter	College Students; Journalism; Writing Skills; Peer Evaluation; Editing; Student Attitudes; Job Skills; Majors (Students); Anxiety; Grades (Scholastic); Relevance (Education) + Suchen Sie Ihr Suchwort? Collegestudent; Journalistik; Journalismus; Writing skill; Schreibfertigkeit; Redaktion; Textbearbeitung; Schülerverhalten; Produktive Fertigkeit; Angst; Notenspiegel; Relevance; Relevanz
Abstract	Peer editing is a skill journalism students, and most college students, need to be effective and skillful writers. In today's fast-paced lifestyle, students do not spend enough time refining and reevaluating their writing. This research examined students' perceptions of grade-accountable assignments, focused on peer editing, and implemented into a journalism writing course. Students found the peer editing to be necessary, but unpleasant; however, the most relevant finding was students did not connect the idea of peer editing to the application of real-world job skills. This article explores thoughts on future implementation of peer-editing assignments to improve students' evaluation of their writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01