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On the other hand, other faculty may wish to use the collaborative process as a means of encouraging thoughtful reflection while still evaluating only the merit of the final product. An alternative rubric for the final product of this assignment appears in Insert 2.2b. Rubric generators like Rubistar (http://rubistar.4teachers.org/) and iRubric (http://www.rcampus.com/indexrubric.cfm) can aid in designing custom rubrics for your assignment. Additionally, you can modify the rubric located in Insert 1.3a of this booklet to use in your evaluation for this assignment. It is helpful to have students reflect on the peer review process to not only gain


insights into what has been accomplished by using the process, but also to begin to question underlying assumptions they may have about writing and receiving feedback. Insert 2.2c provides a format for collecting reflection comments. You may opt to use this feedback as an assessment measure in your rubric for this project as well.


Resources for Peer Review Below is a list of some additional information that can help you as you structure


your peer review assignments. Articles


Anderson, T. (2010). Peer editing could use some revision. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Peer-Editing-Could-Use- Some/66124/


Brown, K. (2010). Why peer editing matters to majors. Teaching Professor, 24(8), 6.


Nelson, S. (2003). Engineering and technology student perceptions of collaborative writing practices. IEEE Transactions on Professional Communication, 46(4), 265- 276. Retrieved from http://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=1255525


Singh-Gupta, V., & Troutt-Ervin, E. (1996). Preparing students for teamwork through collaborative writing and peer review techniques. Teaching English in the Two Year College, 23(2), 127.


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