Thursday, April 18, 2013

Peer Review Resources for Loyola University of Chicago

From Bedford/St. Martin's
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Spear, Karen. Sharing Writing: Peer Response Groups in English Classes. Portsmouth: Heinemann-Boynton/Cook, 1988. Print.

Peer-response groups must first learn how groups work. Peer interaction needs to be seen as part of the composing process, and students need instruction in how to read each other’s drafts to overcome confusion about sharing writing. Students’ tendency to stand in for the teacher should be replaced by real collaborative behavior. The teacher’s role is to recognize successful group work and foster it. Spear offers detailed advice on running a class with groups, focusing on interpersonal relationships.

Peter Schiff, “Responding to Writing: Peer Critiques, Teacher-Student Conferences, and Essay Evaluation” in Fulwiler, Toby, and Art Young, eds. Language Connections: Writing and Reading across the Curriculum. Urbana: NCTE, 1982. Print.

Sommers, Nancy, and Laura Saltz. "The Novice as Expert: Writing the Freshman Year." CCC 56.1 (Sept. 2004): 124-49. Print.
Findings from the Harvard Study of Undergraduate Writing indicate the importance of the freshman year in the arc of writing development. Writing gives students a sense that they belong in the academic community and therefore helps in the transition to college. Students report far more understanding or interest in courses that required writing despite the prevalence of the novice-as-expert paradox, which, while it “invites imitative rather than independent behavior,” nevertheless enables students to practice with various writing tools and discover their passions.

Sommers, Nancy. "Responding to Student Writing." CCC 33.2 (May 1982): 148-56. Print.
“Teachers’ comments can take students’ attention away from their own purposes in writing a particular text and focus that attention on the teachers’ purpose in commenting.” In this study, comments by teachers directed students to edit sentences and to rethink and expand the topic at the same time. This is contradictory advice, urging students to treat the text as finished while treating the subject as unfinished.

Sommers, Nancy. "Revision Strategies of Student Writers and Experienced Adult Writers." CCC 31.4 (Dec. 1980): 378-88. Print. 
Revision is a recursive process essential to developing ideas, not merely the last stop in a train of writing tasks. Students usually describe revision as choosing better words and eliminating repetition. They revise to develop ideas only when redrafting the opening paragraph. Adults, on the other hand, usually describe revision as the process of finding the form of an argument and accommodating the audience. Adult writers are more likely to add or delete material and to rearrange sentences and paragraphs as they revise.

Spear, Karen. Sharing Writing: Peer Response Groups in English Classes. Portsmouth: Heinemann-Boynton/Cook, 1988. Print.
Peer-response groups must first learn how groups work. Peer interaction needs to be seen as part of the composing process, and students need instruction in how to read each other’s drafts to overcome confusion about sharing writing. Students’ tendency to stand in for the teacher should be replaced by real collaborative behavior. The teacher’s role is to recognize successful group work and foster it. Spear offers detailed advice on running a class with groups, focusing on interpersonal relationships.

From Around the Web


Flynn, Elizabeth A., "Re-Viewing Peer Review."  The Writing Instructor. December 2011. http://www.writinginstructor.com/30review


Cho, Kwangsu and MacArthur, Charles. "Student Revision with Peer and Expert Reviewing." Learning and Instruction, 20 (2010), 328-338. Elesevier. http://www.sciencedirect.com/science/article/pii/S0959475209000747

In a previous study we found that students receiving feedback from multiple peers improve their writing quality more than students receiving feedback from a single expert. The present study attempted to explain that finding by analyzing the feedback types provided by experts and peers, how that feedback was related to revisions, and how revisions affected quality. Participants were 28 undergraduates who received feedback from a single expert (SE), a single peer (SP), or multiple peers (MP), thus forming three groups, respectively. The MP group received more feedback of all types. Non-directive feedback predicted complex repairs that the MP group made more than both other groups. Complex repairs were associated with improved quality.



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