Peer Review

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Peer Review. Looking at Texts from a Readers Point of View. Peer Review? What is that?. Objective feedback Seeing someones text from your own perspective Explaining to them how you see it Being kind, yet honest, in the process. The Who of Peer Review. - PowerPoint PPT Presentation

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  • Peer Review:Looking at Texts from a Readers PerspectivePurdue OWL staffBrought to you in cooperation with the Purdue Online Writing Lab

  • Seeing someones text from your own perspectiveExplaining to them how you see itBeing kind, yet honest, in the process

  • Response-Centered WorkshopsProcess-based.Peers note their personal responses to the text.Writer of the text listens but does not enter conversation.Advice-Centered WorkshopsProduct-based.Peers first review and then give advice on the text.Writer and Reviewer then talk together.

  • Peer Review works best in a structured environmentClassroomsConferencesWriting LabThe Writing Lab at Purdue is Peer ReviewThirty-minute sessionsAssignmentFeedbackWhere 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 statementTopic SentencesOrganizationSyntax, Grammar, Punctuation, and Spelling

  • 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.

  • When you are confused while reading:Mark an X in the text where you are confusedAsk the writer to explain his or her ideasAsk the writer to state his or her thesisAsk the writer to state the question the thesis answersHelp 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 ________________

  • If you cannot see the point:Ask the writer So what? questions, for example:What does this sentence have to do with your thesis?What does this paragraph have to do with the paper?Counter the writers stance or thesisBring up other perspectivesOffer more examples and details to the writer

  • Response-Centered Workshops:Ask students to bring in 4 copies of their papers.Divide the class into groups of three or four.Ask one student to read a paper aloud.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 orally explains his/her notes.Each writer member listens without making comments.

    (The information above is taken from the Allyn & Bacon Guide to Writing)

  • Advice-Centered Workshops:Ask students to bring in 4 copies of their papers.Divide the class into groups of four students.Each group of four divides into pairs.Each pair exchanges papers with the other pair.Working collaboratively, each pair reviews the two papers, one at a time, orally discussing the paper.The reviewers write advice to the writer on paper.Papers are returned to their owners.If time permits, the group members discuss their comments orally.

    (The information above is taken from the Allyn & Bacon Guide to Writing)

  • Purdue University Writing Lab, Heavilon 226

    Check our web site: http://owl.english.purdue.edu

    Email brief questions to OWL Mail: https://owl.english.purdue.edu/contact/owlmailtutors

  • The EndPEER REVIEWPurdue OWL staffBrought to you in cooperation with the Purdue Online Writing Lab

    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, 2007Design Contributor and Revising Author: Veronika Maliborska, 2014

    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.

    Image licensed under Creative Commons: https://www.flickr.com/photos/sicheiiyazhi/303103085/in/photostream/

    Click mouse for each paragraph.

    *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 at Purdues Writing Lab because they are trained to work with writing needs

    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.

    Purdues Writing Lab is a very safe and helpful place to go with writing questions, needs, or just feedback.

    *According to The Allyn & Bacon Guide to Writing (Concise/Third Edition, 2003), peer review works best in two types of in-class workshops: Response-Centered Workshops and Advice-Centered Workshops.

    Response-Centered workshops are process based: They focus on the writing process and interpretations (in reading) of the text. Attention is given to higher-order concerns. Advice-Centered Workshops are product-based: They focus on the product (the text) and therefore give feedback on more lower-order concerns.

    Students and Instructors need to choose which type of peer-review workshop is best for what stage of writing. Early writing stages lends themselves better to response-centered workshops. Later writing stages lend themselves better to advice-centered workshops. That said, either type of workshop can be used at any stage.

    *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.

    Image from Purdue OWL video tutorial: https://www.youtube.com/watch?v=BTBs-xBbj5Y

    *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 peers 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 devils 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).

    *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).

    *Notes: The Writing Lab is located on the West Lafayette Campus in room 226 of Heavilon Hall. The lab is open 9:00am-6:00 pm. OWL, Online Writing Lab, is a reach resource of information. Its address is http://owl.english.purdue.edu. And finally, you can email your questions to OWL Mail at owlmail@owl.english.purdue.edu and our tutors will get back to you promptly. *