Using Peer Editing activities to facilitate the development of strong writing skills
|Student Activity Time||Medium|
|Instructor Prep Time||High|
|Instructor Response Time||High|
|Complexity of Activity||High|
|Classroom Considerations||Additional support staff|
Peer Editing has student pairs critically review and provide editorial feedback on each other’s essay, report, argument, research paper, or other writing assignments. The activity helps teach students how to identify good and poor writing in the work of others and develops critical evaluation skills they can apply to their writing.
The following workflow is meant as guidance for how you can facilitate a Peer Editing learning activity within a classroom.
An Introduction to Psychobiology professor decides to use class time to have students conduct an empirical study. Their final project was to write up the results in a formal research paper. He assigns students to Peer Editing groups so they can give each other advice and feedback on their writing. He uses a Peer Review Form from a top-tier journal to guide student feedback. In particular, students are to look for items related to the form of the research article, such as the significance of the problem, research design and methodology, significant results, and adequate conclusions, and to provide advice about writing mechanics and style (Barkley 309).
In the Introduction to Philosophy course, the professor wants to use Peer Editing in conjunction with the paper he has assigned as a final class project. He forms pairs and asks students to consider the question, “What is the difference between appearance and reality? He asks student partners to discuss and then selects one of the philosophers they have studied during the semester and writes a paper on how that philosopher has addressed that topic. The professor sets aside fifteen minutes during class each week for student pairs to review each other’s progress and provide feedback. A week before the papers are due, he sets aside an entire class session for students to edit and rate each other’s work. Students are to revise their paper based on the feedback, When they hand in the final paper, they are to attach the earlier version that includes the peer editing and a statement of how useful they felt the feedback was to improve the paper (Barkley 308-309).
Barkley, Elizabeth F. et al. Collaborative Learning Techniques A Handbook For College Faculty. Wiley, 2014. pp. 307-311.