Rethinking Peer Review: Critical Reflections on a Pedagogical Practice
Edited by Phoebe Jackson and Christopher Weaver
Copy edited by Caitlin Kahihikolo. Designed by Mike Palmquist.
Rethinking Peer Review: Critical Reflections on a Pedagogical Practice interrogates peer review, a foundational practice of writing instruction, from both practical and theoretical perspectives, provoking discussion and re-examination of this practice in light of changing demographics, new technologies, and changing goals and priorities among teachers and institutions. Though long considered an essential element in writing and writing-intensive courses, peer review continues to provoke questions and provide challenges for instructors and students. By questioning and clarifying the goals of peer review, the contributors to this edited collection demonstrate how peer review can inform and enhance student writing and learning. In doing so, Rethinking Peer Review offers a roadmap for revitalizing this critical practice for the 21st century classroom.
Table of Contents
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Introduction. Rethinking and Reframing Peer Review, Phoebe Jackson and Christopher Weaver
DOI: 10.37514/PER-B.2023.1961.1.3
Part One. Peer Review: Evaluating the Challenges
Chapter 1. Teachers’ Beliefs about the Language of Peer Review: Survey-Based Evidence, Ian G. Anson, Chris M. Anson, and Kendra L. Andrews
DOI: 10.37514/PER-B.2023.1961.2.01
Chapter 2. Resisting Theory: The Wisdom of the Creative Writing Workshop, Bob Mayberry
DOI: 10.37514/PER-B.2023.1961.2.02
Chapter 3. A Troubled Practice: Three Models of Peer Review and the Problems Underlying Them, Christopher Weaver
DOI: 10.37514/PER-B.2023.1961.2.03
Part Two. Peer Review: Rhetorically Situated
Chapter 4. Interrogating Peer Review as “Proxy:” Reframing Peer Response within Connective Practice, Kay Halasek
DOI: 10.37514/PER-B.2023.1961.2.04
Chapter 5. Peer Persuasion: An Ethos-Based Theory of Identification and Audience Awareness, Courtney Stanton
DOI: 10.37514/PER-B.2023.1961.2.05
Chapter 6. Positioning Peer Review for Transfer: Authentic Audiences for Career Readiness and Workplace Communication, Nora McCook
DOI: 10.37514/PER-B.2023.1961.2.06
Part Three. Peer Review: Cultivating Inclusiveness
Chapter 7. Peer Review and the Benefits of Anxiety in the Academic Writing Classroom, Ellen Turner
DOI: 10.37514/PER-B.2023.1961.2.07
Chapter 8. Multimodal Peer Review: Fostering Inclusion in Mixed Level College Classrooms with ELL Learners, Beth Kramer
DOI: 10.37514/PER-B.2023.1961.2.08
Part Four. Peer Review: The Promise of Technology
Chapter 9. Leveling the Playing Field for ELL Students: The Case for Moving Peer Review to an Online Environment, Vicki Pallo
DOI: 10.37514/PER-B.2023.1961.2.09
Chapter 10. Learning from Peer Review Online: Changing the Pedagogical Emphasis, Phoebe Jackson
DOI: 10.37514/PER-B.2023.1961.2.10
Chapter 11. The Potential of Peer Review Software that Focuses on the Review, Not the Draft, Nick Carbone
DOI: 10.37514/PER-B.2023.1961.2.11
Afterword. Accepting, Sharing, and Surrendering Control: Combining the Best of Old and New in Peer Review and Response, Steven J. Corbett
DOI: 10.37514/PER-B.2023.1961.3.2
About the Editors
Phoebe Jackson is Professor Emerita at William Paterson University, where she served as English Department chair and Graduate Program Director. She has published work in composition studies and on American women writers including Edith Wharton, Willa Cather, Carolyn Chute, Elizabeth Strout, and Harriette Simpson Arnow. She is the co-editor with Christopher Weaver of Writing in Online Courses: How the Online Environment Shapes Writing Practices and co-editor with Emily Isaacs of Public Works: Student Writing as Public Text.
Christopher Weaver is Associate Professor of English and the Director of the Program in Writing and Rhetoric at William Paterson University. His interests include composition pedagogy, writing and technology, and writing and popular culture. He is the co-editor with Phoebe Jackson of Writing in Online Courses: How the Online Environment Shapes Writing Practices and with Frances Zak of The Theory and Practice of Grading Writing: Problems and Possibilities which was chosen as the outstanding book of the year in the field of education by Choice: Current Reviews for Academic Libraries.
Publication Information: Jackson, Phoebe, & Christopher Weaver (Eds.). (2023). Rethinking Peer Review: Critical Reflections on a Pedagogical Practice. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/PER-B.2023.1961
Web Publication Date: June 19, 2023
Print Publication Date: TBD
ISBN: 978-1-64215-196-1 (PDF) | 978-1-64215-197-8 (ePub) | 978-1-64642-503-7 (pbk.)
DOI: 10.37514/PER-B.2023.1961
Contact Information:
Phoebe Jackson: jacksonp@wpunj.edu
Christopher Weaver: weaverc@wpunj.edu
Perspectives on Writing
Series Editors: Rich Rice, Texas Tech University; Heather MacNeill Falconer, University of Maine; and J. Michael Rifenburg, University of North Georgia
This book is available in whole and in part in Adobe's Portable Document Format (PDF). It is also available in a low-cost print edition from our publishing partner, the University Press of Colorado.
Copyright © 2023 Phoebe Jackson, Christopher Weaver, and the authors of individual parts of this book. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 International License. 270 pages, with notes, illustrations, bibliographies, and index. This book is available in print from University Press of Colorado as well as from any online or brick-and-mortar bookstore. Available in digital format for no charge on this page at the WAC Clearinghouse. You may view this book. You may print personal copies of this book. You may link to this page. You may not reproduce this book on another website. For permission requests and other questions, such as creating a translation, please contact the copyright holder.