Written Communication Volume 23, Number 3, ISSN 0741-0883
How do comments on student writing from peers compare to those from subject-matter experts? This study examined the types of comments that reviewers produce as well as their perceived helpfulness. Comments on classmates' papers were collected from two undergraduate and one graduate-level psychology course. The undergraduate papers in one of the courses were also commented on by an independent psychology instructor experienced in providing feedback to students on similar writing tasks. The comments produced by students at both levels were shorter than the instructor's. The instructor's comments were predominantly directive and rarely summative. The undergraduate peers' comments were more mixed in type; directive and praise comments were the most frequent. Consistently, undergraduate peers found directive and praise comments helpful. The helpfulness of the directive comments was also endorsed by a writing expert. (Contains 4 tables, and 6 figures.)
Cho, K., Schunn, C.D. & Charney, D. (2006). Commenting on Writing: Typology and Perceived Helpfulness of Comments from Novice Peer Reviewers and Subject Matter Experts. Written Communication, 23(3), 260-294.
Exploring Relationships Between Peer Review, Revision Strategies, and Self-Efficacy in Online College Composition: Preliminary Analysis
Audrey Antee, University of Florida, United States
EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 158–163
Chun Hu, Wai Yat Wong, Vilma Fyfe & Heman Chan, University of Sydney, Australia
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3257–3264
I Han Hsiao & Peter Brusilovsky, School of Information Sciences University of Pittsburgh, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 7122–7131
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