Writing Intensive Ecology: Students Do Peer Review

January 2, 2012

When teaching writing intensive ecology, I assign the students to do peer reviews of each other’s term papers. Students benefit from two rounds of detailed feedback from their peers before the final submission of their term paper. They also learn editing functions of Microsoft Word.

 

The review process is anonymous in order to be authentic and un-intimidating.  Students also have the option of working with a “trusted colleague”, a friend from class whom they entrusted to give quality feedback. I guide students to ask their reviewer for help only where they need it. Reviewers learn the “track changes” function so that reviews could be tracked and sent electronically. Students are assessed on whether they complete a helpful review in a timely manner and for their rationale behind incorporating (or rejecting) the reviewer's feedback.  

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© 2019 by Emily M. Walter, PhD