Creating Dialogic Spaces: Developing Doctoral Students' Critical Writing Skills through Peer Assessment and Review

Autor/inn/en	Woodhouse, Joan; Wood, Phil
Titel	Creating Dialogic Spaces: Developing Doctoral Students' Critical Writing Skills through Peer Assessment and Review
Quelle	In: Studies in Higher Education, 47 (2022) 3, S.643-655 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2020.1779686
Schlagwörter	Doctoral Students; Critical Thinking; Writing Skills; Skill Development; Peer Evaluation; Feedback (Response); Part Time Students; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Kritisches Denken; Writing skill; Schreibfertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Part-time students; Teilzeitstudent; Ausland; Großbritannien
Abstract	This paper reports on a project in which part-time doctoral researchers were engaged in a process of peer assessment and review, with a view to improving their critical writing skills. Our aim was to support the development of students' critical writing skills by involving them in giving and receiving formative, peer feedback over a sustained period. The intervention was launched with a three-day residential programme during which participants attended workshops on critical writing, took part in peer assessment activities, and set up an editorial board for an online journal. Run entirely by and for doctoral students, the journal continued to flourish for over three years, during which time the participants were continuously engaged in writing, editing, and peer reviewing. We report here on students' perceptions of the impact of their sustained, long-term involvement in the work of the editorial board, including writing and peer reviewing, and we consider the implications of the findings for doctoral programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01