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Peer Review
 

Peer Review

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This PowerPoint is for San Juan College Engl 111 students

This PowerPoint is for San Juan College Engl 111 students

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  • Rationale: Welcome to “Peer Review.” This presentation is designed to acquaint your students with the concept of peer review. This presentation will include the who, what, where, when, and why of peer review. The slides presented here are designed to aid the facilitator in an interactive presentation of the elements of peer review. This presentation is ideal for any level of writing, including freshman composition. This presentation may be supplemented with OWL resources: http://owl.english.purdue.edu/owl/. Directions: Each slide is activated by a single mouse click, unless otherwise noted in bold at the bottom of each notes page. Writer and Designer: Jo Doran, 2007 Developed with resources courtesy of the Purdue University Writing Lab © Copyright Purdue University, 2007.
  • It is easy to assume that people know what we are talking about, but too often we do not fully explain ourselves. That is why it is good to have ‘another pair of eyes,’ so to speak. It is also helpful to have one of our peers look at our writing… someone who thinks like we do. That is where review from a peer is so helpful. While most readers are ‘friendly readers’ in that they try to follow along with our ideas, peer review gives us valuable feedback at any point in our writing. Click mouse for each paragraph.
  • Other students, who are taking the same classes, probably think similarly to you. Therefore, they are good prospects for honest and helpful peer review feedback. Students also have to see their instructors as helpful peer review individuals… but students need to rely on people other than just the instructor. Encouragement by instructors, regarding the positive nature of in-class peer review, will help strengthen students’ acceptance of peer review. Students often ask roommates to look over their papers. This can be helpful, but more often it is best to encourage students to make appointments at the writing lab. Purdue’s Writing Lab is a very safe and helpful place to go with writing questions, needs, or just feedback.
  • Students may think that peer review by anyone (such as their roommate) works just as well as in-class peer review. The truth is that peer review that is structured and focused works much better. Contact the writing center on your campus for scheduled peer-review.
  • Just like the ‘what’ of peer review, students need peer review at different stages of their writing. Students often think ‘revising’ means to edit: Fix grammar errors, correct spelling, etc. Earlier-stage peer review is a good way to help students understand revision and to see revision as more in-depth work. Peer Review is a good way to model the importance of audience awareness to students.
  • Students often express their initial dislike of peer review feedback. Students often go into peer review only thinking about what they will ‘receive’ from others. Those students who benefit the most from peer review are those who - through working through the entire process - find that they learn more about their own writing by peer reviewing another peer’s text than they do by receiving feedback from others. This does not mean that feedback does not help, but peer review works from both ‘ends.’
  • Peer Review Handouts are very helpful to students. Providing students with a list of questions gives them a place to start. Additionally - and perhaps more importantly - is the need to model peer review with the class as a whole before students begin the process themselves.
  • The ‘So What’ maneuver is often helpful to writers as it gets them to be more specific. Talking through a text can give the writer new ideas. Playing devil’s advocate can be helpful as long as things stay positive. Students have to remember that it is more important to be helpful and positive than to be negative and critical. In the end, it is up to the writer-not the peer reviewer.
  • Textbook Documentation: Ramage, John D., John C. Bean, and June Johnson. The Allyn & Bacon Guide to Writing. 3rd ed. New York: Longman Publishers, 2003. Chapter 11, “Writing as a Problem-Solving Process.” Peer Review Section: “Using Peer Reviews to Stimulate Revision,” (264-270).

Peer Review Peer Review Presentation Transcript

  • Peer Review Looking at Texts from a Reader’s Point of View Modified from original PowerPoint presentation by
  • Peer Review? What is that?
    • Objective feedback
      • Seeing someone’s text from your own perspective
      • Explaining to them how you ‘see’ it
      • Being kind, yet honest, in the process
  • The ‘Who’ of Peer Review
    • Who is the best person to review your writing?
      • Peers… because they probably think like you
      • Instructors… because they know what they hope to teach you
      • Friends… because they can catch mistakes you do not see
      • Tutors … because they are trained to work with writing needs
  • The ‘Where’ of Peer Review
    • Where does Peer Review work best?
      • Peer Review works best in a structured environment
        • Classrooms
        • Conferences
        • Small online groups
        • You will access your group by going into the Writing Workshop Discussion area. This will be a different group than you worked with in the THIS I BELIEVE so you have an opportunity to get to know more of your classmates.
  • The ‘When’ of Peer Review
    • When does Peer Review work best?
      • When you need overall feedback
        • How does it sound?
        • What do you think?
        • Does it make sense?
      • When you need specific feedback
        • Thesis statement
        • Topic Sentences
        • Organization
        • Introduction
        • Conclusion
        • Grammar, Punctuation, and Spelling
        • Syntax
  • The ‘Why’ of Peer Review
    • Why does Peer Review work?
      • We see our writing ‘through’ another person
      • We see how other students think and write
      • We see others’ writing strengths & weaknesses
      • We see new ideas and new ways of explaining ideas
      • We learn to look at our own writing in a different way
  • The ‘How’ of Peer Review
    • Peer Review works by being a helpful reader
    • Ways you can respond as a helpful reader:
      • If you get confused or lost
        • Mark in the text where you are confused
        • Ask the writer to explain his or her ideas
        • Ask the writer to state his or her thesis
        • Ask the writer to state the question the thesis answers
        • Help the writer to brainstorm (mapping, outlining, etc.)
        • Ask the writer to fill in the blanks:
          • My purpose in this paper is _________________.
          • My purpose in this section is ________________.
  • The ‘How’ of Peer Review (cont.)
    • Being a helpful reader (cont.):
      • If you cannot see the point
        • Ask the writer ‘So what?’ questions.
        • In other words, ask the writer
          • ‘ What does this sentence have to do with your thesis?’
          • ‘ What does this point have to do with this paragraph?’
          • ‘ What does this paragraph have to do with the paper?’
      • Playing devil’s advocate
        • Counter the writer’s stance or thesis
        • Bring up other perspectives
        • Ask the writer ‘why’ and ‘how’ questions
      • Offer more examples and details to the writer
      • Leave the final decisions to the writer
  • Based on The Allyn & Bacon Guide
    • Response-Centered Workshops:
      • Divide the class into groups of three or four students.
      • Students will attach his/her essay in the discussion group, and ask for any specific feedback in the message box.
      • Group members will read each essay.
      • Students then make notes on their copies, making note of where they understand, are confused, think the writer makes a good point, feel they need more information, etc.
      • Each group member will make comments, ask questions, and encourage each other.
      • Each member will attach the reviewed copy to a response in the discussion area.
  • Technicalities
    • You will select an essay of choice that you have revised based on my comments and the learning you’ve done over the past couple of weeks. Don’t submit a piece that hasn’t been revised.
    • You will go to Lessons, Week Five, Writer’s Workshop. Start a new post, attach your revised essay, and in the message box let your readers know anything they should look for, or specific feedback you’d like (“I’m really concerned about my introduction”… “Can you see my Big Tomato?”... “Do you think paragraph three relates to my thesis well?”)
    • You will open and save each of your group members’ essays. You can comment directly on these by using the “REVIEW” “New Comment” feature on your toolbar ( there is a quick tutorial link in the week five overview), or simply type your comments into the essay. Hint– change the color of your font so the writer can easily see it.
    • You will save this new draft, and then return to the discussion box. Find the writer, “reply” to their original post, attach the reviewed essay, and make any final comments in the message box.
    • Give the kind of feedback you’d like to get– thorough but courteous, detailed but encouraging.
  • The End