Peer Review Guidance
Based on Elbow and Belanoff's 1989 text, Sharing and Responding, this collection of 10 feedback practices argues that “what we need most as writers is not an evaluation of the quality of our writing or advice about how to fix it, but an accurate account of what goes on inside readers’ heads as they read our words."
There are at least two ways this resource can be used.
- An instructor may familiarize their students with the various types of feedback and allow students to select the type(s) of feedback that would be most useful to them. Feedback might be provided in a peer review session, in a conference with the instructor, or, in some cases, in a written or recorded response to a piece of writing.
- Alternatively, instructors might identify a specific type of feedback based on the skill they are teaching or hoping to develop. For example, a persuasive or argumentative essay might benefit from the use of 'believing and doubting.' Students writing about a complicated social, historical, or scientific concept might benefit from 'skeleton description' or 'movies in the reader's mind.' Instructors who are aiming to assess students' ability to meet select criteria might choose 'criterion-based feedback.' Once a specific type of feedback has been identified, the instructor might outline and demonstrate that type of feedback before asking students to provide the same type of feedback to their peers.
Content 2 Here
There are numerous valuable resources related to teaching and responding to writing here: https://peterelbow.com/handouts.html