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<\/p>\n\nCollege writers have many potential opportunities to seek out feedback on their work, at any stage of the writing process. For instance, your college's Writing Center or Tutoring Center would be happy to work with you on prewriting, early drafts, or nearly finished drafts.<\/p>\n
Friends or family members might also be good options for feedback, if you trust that they will be genuine and helpful with their input.<\/p>\n
You will likely also have the opportunity to participate in peer review for many courses that require writing assignments.<\/p>\n
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Instructors teaching a writing-intensive course, or any course that requires students to produce a substantial amount of writing, should consider creating opportunities for students to read and respond to one another\u2019s writing. Such opportunities to engage in \u201cpeer review,\u201d when well planned, can help students improve their reading and writing skills and learn how to collaborate effectively.<\/span><\/p>\n More specifically, participating in peer review can help students:<\/span><\/p>\n\n Many instructors who have incorporated peer review into their courses report less than satisfying results. In fact, it is quite common to find that, when asked to participate in peer review, students rush through the peer-review process and offer their peers only vaguely positive comments, such as \u201cI liked your paper,\u201d or \u201cGood job,\u201d or \u201cGood paper, but a few parts need more work.\u201d Furthermore, many students seem to ignore peer-reviewers\u2019 comments on their writing.<\/p>\n There are several possible reasons behind such responses:<\/span><\/p>\n\n College writers have many potential opportunities to seek out feedback on their work, at any stage of the writing process. For instance, your college’s Writing Center or Tutoring Center would be happy to work with you on prewriting, early drafts, or nearly finished drafts.<\/p>\n Friends or family members might also be good options for feedback, if you trust that they will be genuine and helpful with their input.<\/p>\n You will likely also have the opportunity to participate in peer review for many courses that require writing assignments.<\/p>\n Instructors teaching a writing-intensive course, or any course that requires students to produce a substantial amount of writing, should consider creating opportunities for students to read and respond to one another\u2019s writing. Such opportunities to engage in \u201cpeer review,\u201d when well planned, can help students improve their reading and writing skills and learn how to collaborate effectively.<\/span><\/p>\n More specifically, participating in peer review can help students:<\/span><\/p>\n Many instructors who have incorporated peer review into their courses report less than satisfying results. In fact, it is quite common to find that, when asked to participate in peer review, students rush through the peer-review process and offer their peers only vaguely positive comments, such as \u201cI liked your paper,\u201d or \u201cGood job,\u201d or \u201cGood paper, but a few parts need more work.\u201d Furthermore, many students seem to ignore peer-reviewers\u2019 comments on their writing.<\/p>\n There are several possible reasons behind such responses:<\/span><\/p>\n \u00a0<\/p>\n\n\t\t\t Challenges in\u00a0the Peer Review Process<\/h3>\n
<\/p>\nPeer Review<\/h2>\n
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Challenges in\u00a0the Peer Review Process<\/h3>\n
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Candela Citations<\/h3>\n\t\t\t\t\t
\n\t\t\t\t\t\t \n\t\t\t\t\t\t\t CC licensed content, Shared previously<\/div>