You are here:

Commenting on Writing: Typology and Perceived Helpfulness of Comments from Novice Peer Reviewers and Subject Matter Experts

, ,

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. Retrieved April 26, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.


View References & Citations Map

Cited By

  1. 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

  2. Use EVA to faciliate preservice teacher peer assessment

    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

  3. Collaborative Example Authoring System: The Value of Re-annotation based on Community Feedback

    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

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact