Posts Tagged ‘Peer Review’

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The “Craft” of Peer Revision: Part IV

posted: 4.29.15 by Barclay Barrios

In this series we’ve looked at a few ways to make the craft of peer revision more “crafty.”  All of these exercises tend to be a big hit in my classes and I usually end up with stronger papers to grade because of this work.

But why?  Why do students do this work so enthusiastically and so well?  I have some theories: [read more]

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Categories: Activity Idea, Drafting, Learning Styles, Peer Review, Revising, Teaching Advice, Writing Process
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Multimodal Mondays: Radical Revision ~ The Sequel ~ Student Multimodal Hacks

posted: 4.27.15 by Andrea Lunsford

Today’s guest blogger is Kim Haimes-Korn. She continues her series on Radical Revision – and includes assignments and examples of student projects that you don’t want to miss!

In my last post, Radically Revising the Composition Classroom, I challenged others to hack their traditional, tried and true assignments.  I decided to enact this advice in one of my own classes this semester and gave the same challenge to my students, asking them to Radically Revise a collaborative class project through a multimodal lens.   [read more]

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Categories: Andrea Lunsford, Assignment Idea, Digital Writing, Document Design, Guest Bloggers, Multimodal Mondays, Peer Review, Revising, Teaching with Technology
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The “Craft” of Peer Revision: Part III

posted: 4.22.15 by Barclay Barrios

So far in this series, we’ve looked at coloring (essentially that’s what they’re doing with highlighters), cutting, and taping.  In this part we’re going to move into drawing.

“Drawing the Argument” is one of my favorite class activities when discussing a new reading.  Working in groups, students draw the argument of the essay, locating quotations that support their visual interpretation. [read more]

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Categories: Activity Idea, Barclay Barrios, Drafting, Peer Review, Teaching Advice, Writing Process
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Peer Groups in the Technology-Enabled Writing Classroom

posted: 4.21.15 by Steve Bernhardt

I suspect we all use peer review in some form or other. If we can help students become effective peer reviewers, then we give them a skill that helps them improve their writing without a teacherly intervention. Peer review makes writing public, so students see what others are doing and learn indirectly. We also help students become valuable workplace writers, because they know how to interact with others to improve writing within an organization. [read more]

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Categories: Collaboration, Pedagogy, Peer Review, Steve Bernhardt, Teaching with Technology, Writing Process
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The “Craft” of Peer Revision: Part II

posted: 4.15.15 by Barclay Barrios

In my last post, I suggested ways to use highlighters in peer revision.  In this one, we’re moving into dangerous territory—dangerous because scissors are involved (no running!).

Bring a few pairs of scissors to class and some tape.  Ask students to cut up a copy of their paper into individual paragraphs and then to shuffle them.  (You can also ask them to do this part before class, bringing in the cut up paragraphs in an envelope.) Peers are given the individual slips of writing and then asked to put them in the right order, taping them back together. [read more]

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Categories: Activity Idea, Barclay Barrios, Drafting, Peer Review, Teaching Advice, Writing Process
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The “Craft” of Peer Revision: Part I

posted: 4.8.15 by Barclay Barrios

Though we have diverse approaches to teaching writing, my experience suggests that one of the commonalities we all share is some sort of peer feedback. Whether we call it peer revision or peer editing or something else, there seems to be wide agreement that seeking feedback is an important part of making writing better. The creative writers in my department would perhaps call this part of the “craft” of writing.  We are more likely to call it part of the writing process.  Regardless, in this series of posts I want to riff a bit on that notion of “craft” by sharing some peer revision strategies I use that are “crafty.” These exercises are all class-tested and Barclay-approved.  I have some theories on why they tend to work so well, which I will share in a later post. For now, though… highlighters! [read more]

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Categories: Activity Idea, Barclay Barrios, Drafting, Peer Review, Teaching Advice, Writing Process
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Steven Pinker traces the source of bad writing

posted: 10.2.14 by Andrea Lunsford

In September 25’s Wall Street Journal, Harvard cognitive scientist Steven Pinker (author of The Language Instinct, The Better Angels of Our Nature, and many other books) published an essay on “The Source of Bad Writing.” You can read the essay here—and it looks to be an excerpt from a chapter in his hot-off-the-presses The Sense of Style: The Thinking Person’s Guide to Writing in the 21st Century, a volume I will review soon. [read more]

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Making use of review comments

posted: 2.25.14 by Steve Bernhardt

A visit to the University of Georgia a few weeks ago highlighted the importance of follow through on peer review. When a suggestion is made by an instructor or peer reviewer, do students follow through, get help if they need it, and improve their texts? I met with Ron Balthazor and others to discuss their uses of Emma, a home-grown tool that supports peer review and portfolio creation. [read more]

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Tutoring: What’s in It for the Tutor?

posted: 11.10.11 by Andrea Lunsford

During the second week of this term’s classes, I had my first tutoring appointment in Stanford’s Hume Writing Center. I don’t have to tutor—after all, I stepped down after 11 years of directing the writing program and am now teaching full-time while I move toward retirement. But I wouldn’t miss these appointments for the world!  Tutoring (or consulting or whatever label you may prefer) is in my blood.  Over the years, I have learned to value, even to cherish, these interactions with students that differ from but are so influential on my role as a classroom teacher.

So when I met my first tutee in October, I was excited:  who would I encounter?  What would the student’s interests and needs be?  Would I be able to help?  When I sat down next to a student near the completion of his Ph.D. in mechanical engineering, my heart skipped a beat:  “fingers crossed” was all I could think.  And then this young man talked through his article—which he was writing in the hope that it would be accepted for publication in a prestigious general in his field—explaining  the series of experiments he and his adviser had conducted and what their significance was.  He was direct, providing me with a condensed version of his purpose.  Then he said, “I’ve come especially to talk about my introduction and conclusion, because they don’t do what I want.”  As I talked with him, I learned that he had studied articles published in his target journal and that he was completely dissatisfied with their introductions and conclusions as well as with his own.  He ended by saying that the conclusions in particular were “a complete waste of time.  They just say what the article already said.  Blah, blah, blah.” [read more]

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Categories: Peer Review
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Revising Inside a Classroom Management System

posted: 8.23.11 by Steve Bernhardt

It’s typical for writing teachers to use peer review to help students learn to revise. And as I pointed out in a recent Bits post, we can’t assume that even practicing scientists in companies that rely on documentation are able to offer effective review commentary. Doing so is a refined and complex art.

One reason I like classroom management software is that it provides an environment for structuring and facilitating peer review of draft papers. I now use Sakai, an open-source program, to which we migrated following not-so-good experiences with WebCT (now Blackboard). Neither application is designed for working with classes of writers, and each is clumsy in its own way. But both make it possible to exchange drafts, collect commentary, and create the conditions for learning.

The Forum tool in Sakai, a bulletin board for threaded discussions, offers a pretty good setup for peer review. The instructor can create a topic thread for a given assignment, and students can post their drafts for peer review, along with a message describing the state of the draft and identifying places that need help, under that thread. Posting to the forum makes review a public activity—everyone can see who has posted when. Students can tell whose draft is advanced and whose is sketchy. They can get a sense for how other writers are handling the assignment. They will likely feel a bit of pressure from putting their draft out in front of classmates, where saving face is more critical than in any interaction with an instructor. [read more]

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Categories: Peer Review, Teaching with Technology
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