Peer response


Published on

For this hands-on workshop, students must bring a draft in progress. (Those who fail to bring one will participate, but they won’t have the benefit of review.) The workshop provides a procedure for peer response and guidance in commenting meaningfully on peer work. The purpose of the workshop is (1) to stimulate revision of students’ own drafts by demonstrating the response process and (2) to hone students’ critical acumen.

  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Howdy. My name is __________, and I work at the University Writing Center. We are available to all TAMU students to help with any writing project. You can find out more about us by asking me, or by visiting our Web site at [If you have time, talk about the hours and locations of the UWC]
  • Today I’m going to review a simple process you can use to quicklyimprove your work. Your first assumption should be that all papers can use some revision.You are going to respond to each other’s papers today. I know that can sometimes this can be a frustrating exercise, so I am here to guide you through it. Looking at how someone else has approached this writing assignment will give you ideas about how to write your own paper. It will also hone your ability to evaluate a piece of writing. A peer response givenwith attention and effortcan translate back into improving your own writing.
  • To begin, I am will give you a brief background on what the person in each role needs to pay attention to. I will then describe the process we will use today.
  • As the reader, your job is to focus on the big picture!Ask yourself, Does the paper….Meet the assignment’s expectations?Have a clear thesis?Make a strong argument?Stay on topic?Have clear organization?By asking and answering these questions as you read the paper, you will be able to further identify and explain the “big picture” errors within the writer’s paper.
  • In order to provide the most helpful feedback, give honest and specific comments back to the writer. Remember, provide constructive criticism that is tactful and does not belittle the writer. Give comments that YOU would want to receive if this was your paper.
  • This video lasts 6 minutes.After video, ask for comments.How was Lauren’s response more helpful than Megan’s? (Answers may include…)--She corrected grammatical errors, but also focused on organization, and the overall effect of the paper. --She stopped after nearly every sentence, even if it was grammatically correct, and offered suggestions that Bekah could either take or disregard. --She didn’t just draw a question mark (like Megan). She thought through why that part of the paper was confusing, and explained this to Bekah.--She was honest in her responses, and asked Bekah questions about her paper as well. This makes Bekah think harder about her writing.--She made marks on the paper, but didn’t rewrite it. (For example, when Lauren thought Bekah needed more descriptions, she wrote the word ‘describe’ instead of adding adjectives herself.)
  • After you have read and made written comments, stop to talk. (Five minutes)Summarize the paper’s main point and tell the writer how you reacted. If you have an idea for a title, this would be a great time to suggest it.When your reader gives you feedback, just listen and make notes. Remember, you do not have to agree or the advice offered.
  • The final step is to rest and review the paper again at a later time. You could point out that we use a similar process in the UWC.
  • Be sure to check out our website ( in order to book a face-to-face or online appointment. Our consultants specialize in providing constructive peer feedback to writers!
  • Like us on Facebook. Check out our video podcasts on YouTube and our audio podcasts on iTunes. Follow us on Twitter. Check out our Pinterest page. Check in with us on Four Square.
  • Peer response

    1. 1. At a loss for words?214 Evans Library | 205 West Campus | 979-458-1455 1
    2. 2. Peer Response Workshop
    3. 3. RolesReadersGive the text a careful review.Tell writers how the draftworked as specifically, honestly,and tactfully as possible. Writers Listen to the constructive criticism. Don’t say a word. Make notes on how to revise drafts.
    4. 4. What Does the Writer Need?ReadersAsk the writer whatfeedback is needed on thepaper—this helps youfocus your reading.WritersBring questions for yourpeers to focus on as theyread.
    5. 5. Focus on the Big PictureAs a reader, think about “global” concerns. Doesthe paper…  Meet the assignment’s expectations  Have a clear thesis  Make a strong argument  Stay on topic  Have clear organization
    6. 6. Big Picture QuestionsAudience Who is the writer writing to? Is that reflected in the style?Document Type What is the document type (for example, an essay, report, or article)? How is that type of document usually structured?Purpose Is the writer’s purpose clear? Is it to make a point, spur action, create a memory, influence opinion, change minds?
    7. 7. Being Helpful Be Honest Be Specific Instead of: Instead of: “It’s fine the way it is.” “It’s disorganized.” Try: Try: “This part is ok, but let’s “Move the end of this see if there’s a way to paragraph to page 3 where make it even better.” you discuss solutions.”*Remember, be tactful and don’t belittle the reader.
    8. 8. How Can You Be Most Helpful? Peer Response Strategies: Megan v. Lauren 8
    9. 9. Step #1: Read Aloud • Pair off with a partner. • Looking at the paper together, the writer should read it aloud through the end. The reader can point to or circle any obvious errors during this process but should not stop the reading. • Tell the writer your first impressions. The writer should listen and make notes on the draft for revisions. • Read the second paper the same way.
    10. 10. Step #2: Read Silently • Exchange papers. • Read silently this time. Avoid rewriting or rephrasing. • Mark places you like with a star and places you are confused or have a suggestion with a question mark. *Make notes for each star and question mark.
    11. 11. Step #3: Discuss • After you have read and written notes, stop to talk. • Summarize the paper’s main point and tell the writer how you reacted. If you have an idea for a title, this is a great time to suggest it. *When your reader gives you feedback, just listen and make notes. Remember, you don’t have to agree with the advice.
    12. 12. Step #4: Sleep on ItAfter the peerreview session,get some rest.Then go back andconsider howyour readerresponded.First, focus on changes to content and organization. Doyour sentence-level revisions last.
    13. 13. For Another Point of View… Make an appointment at the University Writing Center—we specialize in responding to writers!
    14. 14. We’ll help you find the write words. U N I V E R S I T Y J X I G Z P O E N H B W D E T L Q I L R D R C K K K P P T RCheck us out on… T I V R M X S T X J P T B C Z P B Y O U C I S K E W V J D A E N S I N N Q O G P E G I C J C T O B Y P X E G K G V E F G B S R M C E V Q R M214 Evans Library | 205 West Campus | 979-458-1455 14