This document summarizes a study that examined graduate students' perspectives on receiving peer feedback and feedback from writing consultants on their writing. The study found that students viewed feedback from consultants positively due to their subject matter expertise, but approached peer feedback more cautiously since peers may lack knowledge of the topic. Peer feedback focused more on higher-level content issues while consultants concentrated on surface errors. Students found value in both types of feedback, but saw consultants as helpful for proofreading and peers as able to comment on broader aspects of their work.

1. Graduate students’ self-reported perspectives regarding peer feedback and feedback from writing consultantsPresenter: Pei-Lun Allen LeeInstructor: Dr. Pi-Ying Teresa HsuDate: April 20, 20111

2. CitationChen, C. W. –Y. (2010). Graduate students’ self- reported perspectives regarding peer feedback and feedback from writing consultants. Asia Pacific Education Review, 11, 151-158.2

3. Content3

4. Introduction 4Feedbackwriting a second language

5. Introduction5

6. PurposeTo examine students’ perceptions of writing consultants feedback and peers feedback6Writing consultantsfeedbackPeers

7. Literature Review 7Students also recognize the importance of peer feedback. (Miao et al., 2006)

8. Literature Review 8A survey of the literature reveals that much research has been conducted on different aspects of writing center practices. Many studies focus on the interaction between tutor and tutees. (Thompson, 2009; Thonus, 2002, 2004; Weigle & Nelson, 2004; Williams, 2004; Williams & Severino, 2004)

9. Literature Review 9There is a need to expand the research to other kinds of students in other kinds of setting. (William, 2004)

10. Research Methodology 10

11. The research settingWriting consultants from the writing center Their peers from the writing class5 Taiwanese teachers 3 native English speakers 11

12. The participants12

13. Data collection methods13

14. Data collection methods14

15. Data analysis15

16. Three major themes 16

17. Findings 17

18. Providing and receiving peer feedback18

19. Providing and receiving peer feedback19

20. Providing and receiving peer feedbackEric: I was inspired by some good sentences that Mandy wrote in her draft and thought that I could imitate her writing style. 20

21. Providing and receiving peer feedbackMonica: I felt that Julian did not digest the information from the research articles well enough before citing it in her paper. 21

22. Providing and receiving peer feedbackStudents were quite cautious toward peer comments. Christy: My two peer reviewers corrected the same grammar points in my paper. I was not sure if they were right or not. I checked my grammar books before I made some revision. Eric: Even more doubt on the “correctness” of many of my peers’ comments on grammar. I would reflect on my peers’ comments after receiving them.22

23. Receiving feedback from writing consultantsJulian: I felt that although Ms. Lin, an teacher of the TESOL program, was not familiar with her thesis topic, she was able to share her thesis-writing experience and gave me some concrete suggestions on how to organize my ideas. Eric: I felt that I benefited from Ms. Chang’s expertise in translation. I enjoyed how Ms. Chang applied her knowledge in translation to help me select more precise words to express my ideas23StudentsThe writing consultantspositive experience

24. The nature and interaction of the two types of feedbackCindy: The writing consultants can only focus on the surface errors because they don’t know what you are doing. They don’t know what is difficult for you. But your peers know because they are doing the same thing themselves. 24

25. The nature and interaction of the two types of feedbackSome questions arose from the peer editing process served as prompts for writing consultation sessions. 25Cindy: In the oral feedback meeting, Amy and I spent almost the entire 2h on discussing when to use “the”. We were surprised that after studying English for so many years, we are still not sure of how to use this small word in formal writing.

26. The nature and interaction of the two types of feedback26CindyMs. Davidson“the”Cindy:Ms. Davison gave me a few tips, which I found very useful.

27. DiscussionStudents held a more cautious attitude toward comments made by their peers.“In getting a response from a peer, the student cannot just take the advice as given and make the change, as is likely when the expert provides feedback.”(Berg, 1999)27

28. Discussion28Compared to writing consultants, many peer comments went beyond surface errors.

29. ConclusionStudents generally enjoyed and benefited from seeking feedback from their peers and writing consultants.29

30. ConclusionWhile the writing consultants mainly served as proofreaders of local errors in the brief consultations sessions, students’ peer reviewers were able to comment more on higher order issues. 30

31. Reflection 31

32. 32Thanks for your listening