This peer review activity gives students the opportunity to anonymously review each others' papers, allowing for more honest feedback. Additionally, students will learn how to articulate their own peer review goals more effectively. This activity is not meant to replace traditional peer review; instead it is geared both towards providing a variety in feedback experience to students and enhancing communication skills in future peer reviews.

MONDAY

Each student picks up a sample University Communities paper and a Peer review Questionnaire as they sign in. Attached to the back of the essay is a sample self review:

self-review.pdf

Read the sample paper together, including the review, on the document projector.

Then students use this peer review questionnaire, along with a rubric, to respond to the essay:

questionnaire.pdf

Discuss the questionnaires together: What advice did you give? What surprised you about the writers’ concerns?

HW: Finish the second draft of your essay. Do NOT include your name on your paper. Instead, at the top of your paper, type the “secret number” that your instructor assigned to you. Bring 2 copies to class on Wednesday. Attach a self review to the back of your assignment. See sample posted on Blackboard.

Monday evening: Post the sample essay and self review on Blackboard. Email students to remind them of the assignment.

WEDNESDAY:

(The instructor can anticipate a shortage in drafts by bringing in additional samples or similar drafts from other courses)

DUE: Drafts of project, two copies,with names omitted and “secret numbers” in their places.

When students sign in, they submit their drafts and pick up a copy of the Peer Review Questionnaire The instructor uses a pre-planned list to give each student 2 different drafts. The instructor circulates in case there are any questions during the peer review exercise. The instructor can return the drafts discreetly to their owners as the students leave.

HW: Work on final draft of paper. Write a response to the peer reviews that you received, remarking on any similarities between the two. These may be shared on the document projector on Monday.

MONDAY:

DUE: Response to peer review

These responses may be shared on the document projector and discussed in class. A second peer review may take place, with different partners this time.

Although careful set up is required, this alternative approach to peer review has its advantages. It may reduce some of the ineffective peer review that results from inhibitions students feel about both giving and receiving feedback. The experience of reading other students' honest self appraisals and composing peer review goals will prepare students to be more assertive when they are reviewing face to face.