Year: 2017
Type: article
Abstract: Revision is an important aspect of the writing process but is often challenging for students. Peer review can be helpful, but training is needed for it to work effectively. This article suggests an approach to preparing students for peer review by teaching specific evaluation criteria and leading collaborative practice in reviewing papers written by unknown peers. This practice supports self‐evaluation as well as peer review and increases students’ knowledge of effective writing and the quality of their own writing. Specific examples are presented to demonstrate the effects of this approach.
Source: The Reading Teacher
DOI: 10.1002/trtr.1568
Author: Zoi A. Philippakos
Institution: University of North Carolina at Charlotte
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W2585564584