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Evaluation of two methods of on-line peer-reviewed writing
DISSERTATION

, California State University, Fresno and University of California, Davis, United States

California State University, Fresno and University of California, Davis . Awarded

Abstract

Two methods of on-line peer review were evaluated as to their effect on writing quality, reviewer comments, and writer attitudes toward peer review. Participants were 12 college freshmen in a networked computer laboratory who received extra credit for their participation in this 6-week study. In the first method, postdraft review (PDR), peer review occurred after the first draft was completed. In the second method, concurrent draft review (CDR), peer interaction occurred as the first draft was being written. Each participant completed two essays for each method. Dependent variables measured included holistic scores of content, and organization; composition statistical counts of words, sentences, and paragraphs; counts of reviewer global, local, and other comments; and writer attitudes toward peer review. Writing apprehension was measured as a covariable to determine its influence on writing quality and peer comments. Paired t-test analysis of data showed no significant difference between PDR and CDR. No significant correlation was found for writing apprehension and dependent variables. Extensive off-task peer dialogue was found to be a major problem with the study. Four complete transcripts of peer review sessions are included. The study concluded that either method of on-line peer review has the potential to provide helpful feedback to students. It stresses the importance of instructor feedback on student peer review comments.

Citation

Bacon, D.J. Evaluation of two methods of on-line peer-reviewed writing. Ph.D. thesis, California State University, Fresno and University of California, Davis. Retrieved October 14, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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