THE SCIENCE OF WRITING: EXPERIMENTING WITH PEER REVIEW AT A STEM UNIVERSITY

Taylor J Mitchell; Jessica McKee

THE SCIENCE OF WRITING: EXPERIMENTING WITH PEER REVIEW AT A STEM UNIVERSITY

Embry-Riddle Aeronautical University

Research output: Contribution to journal › Article › peer-review

Abstract

Based on perceived student resistance to peer review, we conducted a study to lessen this resistance and demystify the writing process for STEM students. While many composition theorists advocate for peer review in the classroom, its application at a STEM institution remains underexamined. To foster student engagement with peer review, we implemented a variety of strategies, most notably assessment, peer review templates, and cross-class peer reviews. We found these strategies resulted in greater engagement and confidence in the peer review process, as well as a recognition that it's an essential component of writing

Original language	American English
Journal	CEA Forum
Volume	48
State	Published - 2019

Disciplines

Rhetoric and Composition
Education
Educational Methods
Higher Education
Language and Literacy Education

Cite this

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title = "THE SCIENCE OF WRITING: EXPERIMENTING WITH PEER REVIEW AT A STEM UNIVERSITY",

abstract = " Based on perceived student resistance to peer review, we conducted a study to lessen this resistance and demystify the writing process for STEM students. While many composition theorists advocate for peer review in the classroom, its application at a STEM institution remains underexamined. To foster student engagement with peer review, we implemented a variety of strategies, most notably assessment, peer review templates, and cross-class peer reviews. We found these strategies resulted in greater engagement and confidence in the peer review process, as well as a recognition that it's an essential component of writing ",

author = "Mitchell, {Taylor J} and Jessica McKee",

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PY - 2019

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N2 - Based on perceived student resistance to peer review, we conducted a study to lessen this resistance and demystify the writing process for STEM students. While many composition theorists advocate for peer review in the classroom, its application at a STEM institution remains underexamined. To foster student engagement with peer review, we implemented a variety of strategies, most notably assessment, peer review templates, and cross-class peer reviews. We found these strategies resulted in greater engagement and confidence in the peer review process, as well as a recognition that it's an essential component of writing

AB - Based on perceived student resistance to peer review, we conducted a study to lessen this resistance and demystify the writing process for STEM students. While many composition theorists advocate for peer review in the classroom, its application at a STEM institution remains underexamined. To foster student engagement with peer review, we implemented a variety of strategies, most notably assessment, peer review templates, and cross-class peer reviews. We found these strategies resulted in greater engagement and confidence in the peer review process, as well as a recognition that it's an essential component of writing

UR - https://journals.tdl.org/ceaforum/index.php/ceaforum/article/view/7157

M3 - Article

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JO - CEA Forum

JF - CEA Forum

ER -

THE SCIENCE OF WRITING: EXPERIMENTING WITH PEER REVIEW AT A STEM UNIVERSITY

Abstract

Disciplines

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