{"id":1286,"date":"2020-01-31T22:31:15","date_gmt":"2020-01-31T22:31:15","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/coreqenglish1\/chapter\/strategies-for-development-iv\/"},"modified":"2025-02-05T21:25:39","modified_gmt":"2025-02-05T21:25:39","slug":"strategies-for-development-iv","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/englishcomp1\/chapter\/strategies-for-development-iv\/","title":{"raw":"Working with Peers","rendered":"Working with Peers"},"content":{"raw":"<div class=\"textbox learning-objectives\">\r\n<h3>Learning Objectives<\/h3>\r\n<ul>\r\n \t<li>Describe techniques for effective peer review<\/li>\r\n<\/ul>\r\n<\/div>\r\n\r\n[caption id=\"attachment_1309\" align=\"alignright\" width=\"360\"]<img class=\"wp-image-1309\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/2097\/2019\/06\/25132508\/23748994674_f43852e20d_b.jpg\" alt=\"Two students talking around laptops at a table.\" width=\"360\" height=\"240\" \/> <strong>Figure 1<\/strong>. Getting input from others about your writing can be intimidating at first, but feedback from others is invaluable and worth every bit of effort or humility it takes on your part.[\/caption]\r\n\r\nYou don\u2019t have to revise alone\u2014seek feedback to refine your draft. You can (and should!) call upon your peers, teachers, and writing center tutors to help clarify your ideas and improve your writing.\r\n\r\nYou should realize that reviewing your work, like planning, drafting, or revising, is a recursive process. This means you will revisit and refine ideas throughout the process. For example, you might draft an introduction and get feedback before continuing. If you\u2019re on the wrong track, you\u2019d be better off knowing about it sooner rather than later \u2014 especially if a deadline or due date is looming. Some writers even write their introduction last. Writing isn\u2019t a step-by-step process\u2014it\u2019s a cycle of drafting, reflecting, and revising.\r\n<h2>When In Doubt, Talk it Out<\/h2>\r\nEven if optional, discussing your writing with someone else can be highly valuable. Ask a friend to read your draft and mark unclear sections. Then, explain what you meant\u2014sometimes verbally articulating an idea helps you clarify your ideas. Take note of what you expressed more clearly in conversation than in writing. What did you leave out that should be added? What questions or insights did your listener offer? Talking through your ideas helps you identify and strengthen weak points in your paper.\r\n<div class=\"textbox exercises\">\r\n<h3>Watch It<\/h3>\r\nSome classes may require a peer review as part of an essay project. Even when not strictly required, though, peer review can be valuable for many reasons, as the video below explains.\r\n\r\n<iframe src=\"\/\/plugin.3playmedia.com\/show?mf=1291650&amp;p3sdk_version=1.10.1&amp;p=20361&amp;pt=375&amp;video_id=24apK7i32xg&amp;video_target=tpm-plugin-uysjfvp5-24apK7i32xg\" width=\"800px\" height=\"450px\" frameborder=\"0\" marginwidth=\"0px\" marginheight=\"0px\" data-mce-fragment=\"1\"><\/iframe>\r\n\r\nYou can view the\u00a0<a href=\"https:\/\/s3-us-west-2.amazonaws.com\/course-building\/English+Comp\/Transcripts\/Otis+College-+Peer+Writing+Review+Process+.rtf\">transcript for \"Otis College: Peer Writing Review Process\" here (download).<\/a>\r\n\r\nWho better to ask if your essay is meeting its goals than someone else working on the same task? Consider reaching out to a classmate to offer to exchange insights on drafts before the due date.\r\n\r\n<\/div>\r\n<h2>The Need for Specific Feedback<\/h2>\r\n<div class=\"flex max-w-full flex-col flex-grow\">\r\n<div class=\"min-h-8 text-message flex w-full flex-col items-end gap-2 whitespace-normal break-words text-start [.text-message+&amp;]:mt-5\" dir=\"auto\" data-message-author-role=\"assistant\" data-message-id=\"c4670b64-58d0-406d-ab66-a1928b8e6df7\" data-message-model-slug=\"gpt-4o\">\r\n<div class=\"flex w-full flex-col gap-1 empty:hidden first:pt-[3px]\">\r\n<div class=\"markdown prose w-full break-words dark:prose-invert dark\">\r\n\r\nImagine handing your paper to your roommate and asking for honest feedback. You\u2019ve worked on it for three days and want an A. As she reads, she grimaces, laughs, yawns\u2014then hands it back and says, <em>\"This is terrible.\"<\/em>\r\n\r\nThis kind of vague, overly critical feedback isn\u2019t helpful. Even if you agree your paper needs work, without knowing <em>why<\/em>, you won\u2019t know what to fix. Plus, how can you trust her judgment? Maybe she just dislikes sentences that start with <em>However<\/em> and dismissed your paper because of it.\r\n\r\nGood feedback is based on clear criteria. It\u2019s not just about whether someone <em>likes<\/em> your paper but <em>why<\/em>. Are they focused on grammar, argument strength, or organization? Does a comma splice matter more than a weak transition? Before starting the review process, both the reviewer and the person being reviewed need to be as clear as possible about the criteria that will be used to evaluate the work for it to be effective.\r\n\r\nTo get useful feedback, think about your strengths and challenges as a writer. For example, if you\u2019re writing a paper for a professor you\u2019ve had before, and who has made comments on your past work, use those comments to provide your reviewer with a focus. If you're the reviewer, ask to see the assignment and rubric, and clarify what the writer wants feedback on\u2014whether it's structure, clarity, or something the grader is likely to emphasize. Clear expectations lead to more constructive criticism.\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<h2>Being a Good Peer Reviewer<\/h2>\r\nAt some point, someone will ask for your opinion on their writing\u2014whether it\u2019s a classmate, a friend, a sibling, or a coworker. Strong reviewing skills will help you provide useful feedback in these situations.\r\n\r\nEffective reviewing means identifying problems, suggesting alternatives, and backing up your feedback with clear reasoning. More importantly, you need to present your suggestions in a way that encourages the writer to make improvements. You should not only recognize what\u2019s wrong with a piece but also understand <em>why<\/em> it\u2019s wrong and how to fix it.\r\n\r\nOne of the best ways to improve your own writing is by reviewing others\u2019 work. The more you practice, the better you\u2019ll become at spotting errors\u2014skills that will serve you well when editing and revising your own work.\r\n<h3>Reviewing Criteria<\/h3>\r\nIn the example above, you were not able to gain any insights or knowledge from your roommate letting you know that your \"terrible\" paper. What you need is some feedback that would help you improve your paper. You don\u2019t know if your paper is \u201cterrible\u201d because it lacks a strong thesis, strayed from the assignment, or if it contains too many grammatical errors.\r\n\r\nWhen you are reviewing your own paper or the paper of a friend or classmate, ask yourself three questions about its organization, focus, style, development, and grammatical conventions:\r\n<h3>Organization<\/h3>\r\n<ol>\r\n \t<li>What strengths and weaknesses does the paper have?<\/li>\r\n \t<li>What\u2019s the most important thing that the writer is trying to say?<\/li>\r\n \t<li>\u00a0Does the writer employ transitions effectively from beginning to end?<\/li>\r\n<\/ol>\r\n<h3>Focus<\/h3>\r\n<ol>\r\n \t<li>Is the paper focused on the assignment throughout the paper without jumping from subject to subject?<\/li>\r\n \t<li>Does the writer fulfill the obligation stated in the thesis?<\/li>\r\n \t<li>What\u2019s the writer\u2019s position on the issue?<\/li>\r\n<\/ol>\r\n<h3>Style<\/h3>\r\n<ol>\r\n \t<li>Which style is the paper written?<\/li>\r\n \t<li>Does it work for the subject matter and assignment?<\/li>\r\n \t<li>Is the writing at an appropriate level for the target audience?<\/li>\r\n<\/ol>\r\n<h3>Development<\/h3>\r\n<ol>\r\n \t<li>Does the title indicate what the paper is about?<\/li>\r\n \t<li>Does the opening paragraph draw you in?<\/li>\r\n \t<li>Does the concluding sentence draw the argument of the paper to a close by bringing together the main points provided in the paper, or does it just end?<\/li>\r\n<\/ol>\r\n<h3>Grammatical Conventions<\/h3>\r\n<ol>\r\n \t<li>Are common or appropriate writing conventions followed?<\/li>\r\n \t<li>Are grammar, spelling, punctuation, and other mechanics observed?<\/li>\r\n \t<li>What is your advice on how to improve the paper's grammatical mistakes?<\/li>\r\n<\/ol>\r\nWhile reviewing the paper, make notes in the margins of any problems you find. If you believe that developing a paragraph a little bit more would be helpful to the argument, write &lt;more&gt;. If you are unclear about something, write &lt;? not sure&gt;. If you notice a missing comma, insert it in the correct spot, but be sure to set it off somehow so that you or your friend will notice the correction. If another word might work better, write &lt;WC&gt; to indicate inappropriate word choice.\r\n<div class=\"textbox shaded\"><b>PRO TIP: <\/b>It is important not to overwhelm your writer with comments. As much as possible, try to avoid repeating similar comments (e.g. don\u2019t correct every single comma error you find). Also, although it can be tempting to make some of the changes you suggest yourself, you never want to rewrite the work you are reviewing.<\/div>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>CARES Peer Review<\/h3>\r\nThe least helpful comment to receive from a peer reviewer is, \"Looks good to me.\" The CARES method helps you to articulate useful things that can benefit the author when they revisit their draft. Keep in mind that as a reviewer or as the writer being reviewed, you want to make and take comments in the\u00a0spirit of helpfulness.\r\n<ul>\r\n \t<li><strong>C: Congratulate.<\/strong> What does the writer do well in this assignment? (List one or more aspects.) Also, please write the writer's main claim or focus (thesis) according to what you have read. (It may not be the last sentence of the first paragraph - the traditional place for the thesis.)<\/li>\r\n \t<li><strong>A: Ask clarifying questions.<\/strong> What part(s) of the essay were a bit confusing? Why? What specific suggestions (3 or fewer) do you have for revising the unclear parts of this writing?<\/li>\r\n \t<li><strong>R: Request <\/strong>more.\u00a0What would you like to know more about the topic that can enhance the essay and that supports the thesis?<\/li>\r\n \t<li><strong>E: Evaluate<\/strong>\u00a0its value. What specific detail(s) do not work with the essay (e.g. doesn\u2019t support the thesis) or can be moved within the essay?<\/li>\r\n \t<li><strong>S: Summarize.<\/strong> Overall, what new information have you learned or how are you thinking differently after this reading?<\/li>\r\n<\/ul>\r\n<a href=\"https:\/\/owl.excelsior.edu\/writing-process\/revising-and-editing\/revising-and-editing-peer-review\/\" target=\"_blank\" rel=\"noopener\">Visit the Excelsior Online Writing Lab to watch a video<\/a> of students using the CARES method.\r\n\r\n<\/div>\r\n<div class=\"textbox tryit\">\r\n<h3>Try It<\/h3>\r\nhttps:\/\/assess.lumenlearning.com\/practice\/ed86429d-488c-4271-8b28-ffa7a881ad70\r\n\r\n<\/div>","rendered":"<div class=\"textbox learning-objectives\">\n<h3>Learning Objectives<\/h3>\n<ul>\n<li>Describe techniques for effective peer review<\/li>\n<\/ul>\n<\/div>\n<div id=\"attachment_1309\" style=\"width: 370px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-1309\" class=\"wp-image-1309\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/2097\/2019\/06\/25132508\/23748994674_f43852e20d_b.jpg\" alt=\"Two students talking around laptops at a table.\" width=\"360\" height=\"240\" \/><\/p>\n<p id=\"caption-attachment-1309\" class=\"wp-caption-text\"><strong>Figure 1<\/strong>. Getting input from others about your writing can be intimidating at first, but feedback from others is invaluable and worth every bit of effort or humility it takes on your part.<\/p>\n<\/div>\n<p>You don\u2019t have to revise alone\u2014seek feedback to refine your draft. You can (and should!) call upon your peers, teachers, and writing center tutors to help clarify your ideas and improve your writing.<\/p>\n<p>You should realize that reviewing your work, like planning, drafting, or revising, is a recursive process. This means you will revisit and refine ideas throughout the process. For example, you might draft an introduction and get feedback before continuing. If you\u2019re on the wrong track, you\u2019d be better off knowing about it sooner rather than later \u2014 especially if a deadline or due date is looming. Some writers even write their introduction last. Writing isn\u2019t a step-by-step process\u2014it\u2019s a cycle of drafting, reflecting, and revising.<\/p>\n<h2>When In Doubt, Talk it Out<\/h2>\n<p>Even if optional, discussing your writing with someone else can be highly valuable. Ask a friend to read your draft and mark unclear sections. Then, explain what you meant\u2014sometimes verbally articulating an idea helps you clarify your ideas. Take note of what you expressed more clearly in conversation than in writing. What did you leave out that should be added? What questions or insights did your listener offer? Talking through your ideas helps you identify and strengthen weak points in your paper.<\/p>\n<div class=\"textbox exercises\">\n<h3>Watch It<\/h3>\n<p>Some classes may require a peer review as part of an essay project. Even when not strictly required, though, peer review can be valuable for many reasons, as the video below explains.<\/p>\n<p><iframe loading=\"lazy\" src=\"\/\/plugin.3playmedia.com\/show?mf=1291650&amp;p3sdk_version=1.10.1&amp;p=20361&amp;pt=375&amp;video_id=24apK7i32xg&amp;video_target=tpm-plugin-uysjfvp5-24apK7i32xg\" width=\"800px\" height=\"450px\" frameborder=\"0\" marginwidth=\"0px\" marginheight=\"0px\" data-mce-fragment=\"1\"><\/iframe><\/p>\n<p>You can view the\u00a0<a href=\"https:\/\/s3-us-west-2.amazonaws.com\/course-building\/English+Comp\/Transcripts\/Otis+College-+Peer+Writing+Review+Process+.rtf\">transcript for &#8220;Otis College: Peer Writing Review Process&#8221; here (download).<\/a><\/p>\n<p>Who better to ask if your essay is meeting its goals than someone else working on the same task? Consider reaching out to a classmate to offer to exchange insights on drafts before the due date.<\/p>\n<\/div>\n<h2>The Need for Specific Feedback<\/h2>\n<div class=\"flex max-w-full flex-col flex-grow\">\n<div class=\"min-h-8 text-message flex w-full flex-col items-end gap-2 whitespace-normal break-words text-start [.text-message+&amp;]:mt-5\" dir=\"auto\" data-message-author-role=\"assistant\" data-message-id=\"c4670b64-58d0-406d-ab66-a1928b8e6df7\" data-message-model-slug=\"gpt-4o\">\n<div class=\"flex w-full flex-col gap-1 empty:hidden first:pt-[3px]\">\n<div class=\"markdown prose w-full break-words dark:prose-invert dark\">\n<p>Imagine handing your paper to your roommate and asking for honest feedback. You\u2019ve worked on it for three days and want an A. As she reads, she grimaces, laughs, yawns\u2014then hands it back and says, <em>&#8220;This is terrible.&#8221;<\/em><\/p>\n<p>This kind of vague, overly critical feedback isn\u2019t helpful. Even if you agree your paper needs work, without knowing <em>why<\/em>, you won\u2019t know what to fix. Plus, how can you trust her judgment? Maybe she just dislikes sentences that start with <em>However<\/em> and dismissed your paper because of it.<\/p>\n<p>Good feedback is based on clear criteria. It\u2019s not just about whether someone <em>likes<\/em> your paper but <em>why<\/em>. Are they focused on grammar, argument strength, or organization? Does a comma splice matter more than a weak transition? Before starting the review process, both the reviewer and the person being reviewed need to be as clear as possible about the criteria that will be used to evaluate the work for it to be effective.<\/p>\n<p>To get useful feedback, think about your strengths and challenges as a writer. For example, if you\u2019re writing a paper for a professor you\u2019ve had before, and who has made comments on your past work, use those comments to provide your reviewer with a focus. If you&#8217;re the reviewer, ask to see the assignment and rubric, and clarify what the writer wants feedback on\u2014whether it&#8217;s structure, clarity, or something the grader is likely to emphasize. Clear expectations lead to more constructive criticism.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<h2>Being a Good Peer Reviewer<\/h2>\n<p>At some point, someone will ask for your opinion on their writing\u2014whether it\u2019s a classmate, a friend, a sibling, or a coworker. Strong reviewing skills will help you provide useful feedback in these situations.<\/p>\n<p>Effective reviewing means identifying problems, suggesting alternatives, and backing up your feedback with clear reasoning. More importantly, you need to present your suggestions in a way that encourages the writer to make improvements. You should not only recognize what\u2019s wrong with a piece but also understand <em>why<\/em> it\u2019s wrong and how to fix it.<\/p>\n<p>One of the best ways to improve your own writing is by reviewing others\u2019 work. The more you practice, the better you\u2019ll become at spotting errors\u2014skills that will serve you well when editing and revising your own work.<\/p>\n<h3>Reviewing Criteria<\/h3>\n<p>In the example above, you were not able to gain any insights or knowledge from your roommate letting you know that your &#8220;terrible&#8221; paper. What you need is some feedback that would help you improve your paper. You don\u2019t know if your paper is \u201cterrible\u201d because it lacks a strong thesis, strayed from the assignment, or if it contains too many grammatical errors.<\/p>\n<p>When you are reviewing your own paper or the paper of a friend or classmate, ask yourself three questions about its organization, focus, style, development, and grammatical conventions:<\/p>\n<h3>Organization<\/h3>\n<ol>\n<li>What strengths and weaknesses does the paper have?<\/li>\n<li>What\u2019s the most important thing that the writer is trying to say?<\/li>\n<li>\u00a0Does the writer employ transitions effectively from beginning to end?<\/li>\n<\/ol>\n<h3>Focus<\/h3>\n<ol>\n<li>Is the paper focused on the assignment throughout the paper without jumping from subject to subject?<\/li>\n<li>Does the writer fulfill the obligation stated in the thesis?<\/li>\n<li>What\u2019s the writer\u2019s position on the issue?<\/li>\n<\/ol>\n<h3>Style<\/h3>\n<ol>\n<li>Which style is the paper written?<\/li>\n<li>Does it work for the subject matter and assignment?<\/li>\n<li>Is the writing at an appropriate level for the target audience?<\/li>\n<\/ol>\n<h3>Development<\/h3>\n<ol>\n<li>Does the title indicate what the paper is about?<\/li>\n<li>Does the opening paragraph draw you in?<\/li>\n<li>Does the concluding sentence draw the argument of the paper to a close by bringing together the main points provided in the paper, or does it just end?<\/li>\n<\/ol>\n<h3>Grammatical Conventions<\/h3>\n<ol>\n<li>Are common or appropriate writing conventions followed?<\/li>\n<li>Are grammar, spelling, punctuation, and other mechanics observed?<\/li>\n<li>What is your advice on how to improve the paper&#8217;s grammatical mistakes?<\/li>\n<\/ol>\n<p>While reviewing the paper, make notes in the margins of any problems you find. If you believe that developing a paragraph a little bit more would be helpful to the argument, write &lt;more&gt;. If you are unclear about something, write &lt;? not sure&gt;. If you notice a missing comma, insert it in the correct spot, but be sure to set it off somehow so that you or your friend will notice the correction. If another word might work better, write &lt;WC&gt; to indicate inappropriate word choice.<\/p>\n<div class=\"textbox shaded\"><b>PRO TIP: <\/b>It is important not to overwhelm your writer with comments. As much as possible, try to avoid repeating similar comments (e.g. don\u2019t correct every single comma error you find). Also, although it can be tempting to make some of the changes you suggest yourself, you never want to rewrite the work you are reviewing.<\/div>\n<div class=\"textbox key-takeaways\">\n<h3>CARES Peer Review<\/h3>\n<p>The least helpful comment to receive from a peer reviewer is, &#8220;Looks good to me.&#8221; The CARES method helps you to articulate useful things that can benefit the author when they revisit their draft. Keep in mind that as a reviewer or as the writer being reviewed, you want to make and take comments in the\u00a0spirit of helpfulness.<\/p>\n<ul>\n<li><strong>C: Congratulate.<\/strong> What does the writer do well in this assignment? (List one or more aspects.) Also, please write the writer&#8217;s main claim or focus (thesis) according to what you have read. (It may not be the last sentence of the first paragraph &#8211; the traditional place for the thesis.)<\/li>\n<li><strong>A: Ask clarifying questions.<\/strong> What part(s) of the essay were a bit confusing? Why? What specific suggestions (3 or fewer) do you have for revising the unclear parts of this writing?<\/li>\n<li><strong>R: Request <\/strong>more.\u00a0What would you like to know more about the topic that can enhance the essay and that supports the thesis?<\/li>\n<li><strong>E: Evaluate<\/strong>\u00a0its value. What specific detail(s) do not work with the essay (e.g. doesn\u2019t support the thesis) or can be moved within the essay?<\/li>\n<li><strong>S: Summarize.<\/strong> Overall, what new information have you learned or how are you thinking differently after this reading?<\/li>\n<\/ul>\n<p><a href=\"https:\/\/owl.excelsior.edu\/writing-process\/revising-and-editing\/revising-and-editing-peer-review\/\" target=\"_blank\" rel=\"noopener\">Visit the Excelsior Online Writing Lab to watch a video<\/a> of students using the CARES method.<\/p>\n<\/div>\n<div class=\"textbox tryit\">\n<h3>Try It<\/h3>\n<p>\t<iframe id=\"assessment_practice_ed86429d-488c-4271-8b28-ffa7a881ad70\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/ed86429d-488c-4271-8b28-ffa7a881ad70?iframe_resize_id=assessment_practice_id_ed86429d-488c-4271-8b28-ffa7a881ad70\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-1286\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Working with Peers. <strong>Authored by<\/strong>: Karen Forgette. <strong>Provided by<\/strong>: University of Mississippi. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Strategies for Development. <strong>Authored by<\/strong>: Jenny Bucksbarg. <strong>Provided by<\/strong>: University of Mississippi. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>New Essex Business School building. <strong>Provided by<\/strong>: University of Exxex. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.flickr.com\/photos\/universityofessex\/23748994674\">https:\/\/www.flickr.com\/photos\/universityofessex\/23748994674<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Reviewing, Establishing Criteria, and Writing Helpful Comments. <strong>Authored by<\/strong>: Chris Manning, Sally Pierce, and Melissa Lucken . <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/pb.openlcc.net\/expressionandinquiry\/chapter\/8-1-overview-of-reviewing\/\">https:\/\/pb.openlcc.net\/expressionandinquiry\/chapter\/8-1-overview-of-reviewing\/<\/a>. <strong>Project<\/strong>: Expression and Inquiry. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">All rights reserved content<\/div><ul class=\"citation-list\"><li>Otis College: Peer Writing Review Process. <strong>Authored by<\/strong>: OtisCollege. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/youtu.be\/24apK7i32xg\">https:\/\/youtu.be\/24apK7i32xg<\/a>. <strong>License<\/strong>: <em>Other<\/em>. <strong>License Terms<\/strong>: Standard YouTube License<\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":29,"menu_order":4,"template":"","meta":{"_candela_citation":"[{\"type\":\"original\",\"description\":\"Working with Peers\",\"author\":\"Karen Forgette\",\"organization\":\"University of Mississippi\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Strategies for 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