Over the past two weeks, I have been working on my final multimodal project for Composition Theory. I wanted to research a subject that might be useful to me (and other teachers) for teaching ENG 103 next year, so I chose a classroom exercise about which I had heard mixed reviews. From my conversations with several of this year's ENG 103 teachers, I knew that peer-review was a common exercise used in the classroom, but had heard that it didn't always work so well. My research consisted of a few articles on the subject, as well as videotaped interviews with three of the teachers from the 2007-2008 and the 2008-2009 years in ENG 103. Both sets of research had many similarities. Basically, I found that peer review is great, but only for those students that really take full advantage of it. Some partnerships take the process more seriously than others. To improve the effectiveness of peer review in the classroom, a teacher must do 3 things:
-Structure the reviews in such a way that students give constructive feedback, preferably in writing that the students can take with them to use during their revisions
-Convince students to take full advantage of the process
-Monitor student reviewers to make sure that they are giving constructive feedback
I created a website to explain the benefits of and the potential issues with using peer review. Check it out at: www.clemson.edu/~bricke/peerreview
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