Revising Talk: Promoting Reflective Dialogic Exchange in First-Year Writing Peer Review
Advisor Information
Dr. Margarette Christensen
Location
MBSC Ballroom - Poster #222 - G
Presentation Type
Poster
Start Date
4-3-2022 2:00 PM
End Date
4-3-2022 3:15 PM
Abstract
One aim of most First-Year Writing programs is for students to develop and demonstrate an understanding of writing as a recursive process of drafting, collaborative feedback, and revision. Within this recursive process, the small-group peer review conference is an activity often used to encourage students to give and receive feedback for revisions on drafts. Students, however, often don't value the process of peer review or give editing-focused feedback rather than higher-order, revision-focused feedback. In an attempt to move students toward greater engagement with their own writing and their peers' writing, this presenter designed a model of peer review which seeks to encourage meaningful collaboration, agency, and access to diverse perspectives on writing among first-year writers.
Utilizing pedagogical theories of reflection and of dialogic exchange shown to improve classroom cohesion, student achievement, and agency, this presentation shares the preliminary results of a study implementing a model of reflective dialogic exchange in peer review. The study hypothesizes student talk exhibiting reflective dialogic exchange invites writers to collaborate and revise their papers in more substantive and meaningful ways.
Scheduling Link
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Revising Talk: Promoting Reflective Dialogic Exchange in First-Year Writing Peer Review
MBSC Ballroom - Poster #222 - G
One aim of most First-Year Writing programs is for students to develop and demonstrate an understanding of writing as a recursive process of drafting, collaborative feedback, and revision. Within this recursive process, the small-group peer review conference is an activity often used to encourage students to give and receive feedback for revisions on drafts. Students, however, often don't value the process of peer review or give editing-focused feedback rather than higher-order, revision-focused feedback. In an attempt to move students toward greater engagement with their own writing and their peers' writing, this presenter designed a model of peer review which seeks to encourage meaningful collaboration, agency, and access to diverse perspectives on writing among first-year writers.
Utilizing pedagogical theories of reflection and of dialogic exchange shown to improve classroom cohesion, student achievement, and agency, this presentation shares the preliminary results of a study implementing a model of reflective dialogic exchange in peer review. The study hypothesizes student talk exhibiting reflective dialogic exchange invites writers to collaborate and revise their papers in more substantive and meaningful ways.