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template for the peer review process. Planning is essential in any collaborative writing endeavor. Faculty might build into the syllabus time to review a sample paper and, later, to exchange papers. The method of exchange (random, strong writer/weak writer, targeted groups) should be determined prior to the review class session. Some faculty might find it helpful to create a rubric for the review process so that students have a clear direction for the review process. Other faculty might find a directed set of questions will aid in the review process. You can find a set of sample of general questions that can be used in the peer process in Insert 2.1c. In addition to planning, modeling peer review will also help facilitate an effective


review process. Faculty can model the process by bringing a sample student paper to class, projecting it, and showing the class how the instructor would evaluate the writing (this might take 30 minutes on a short paper). Modeling the process helps illustrate the guidelines that peer reviewers will be expected to follow. Together, the class can practice finding areas for improvement and making effective comments. Faculty might have students practice turning comments into questions; for example, writing ‖Is there evidence that supports this?‖ rather than ―Use a quote‖ downplays the expertise of the commenter and focuses on the writer, potentially building writer confidence through inquiry and self-reflection. Faculty may want to build in ways to evaluate the process as well as ways to give


and receive feedback about the peer review process. More information on evaluation strategies is covered in the section below. Some may want to read the peer review comments before they are given back to the writer. Comments could be graded using points, letter grades, or checks. Peer reviewers or review groups might be asked to evaluate themselves as part of the process (What was your goal? Did everyone participate equally? What did you learn?). Perhaps most important in the single author peer review is the opportunity for the writer to reflect upon the review process. The student writer might be asked to complete a form reflecting on the value of the student comments. Writers can discuss what choices they made in their final revision and can explain or defend these choices. Having the student writer complete a final reflection on the process gets to the heart of the goal of single author peer review- using collaboration to improve student writing and thinking for a single author.


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