Scene 6 - Transcript

Situation: This scene highlights problems instructors often face when using peer review of writing in their courses, such as shallow student comments and lack of student buy in to the process. It explores how an instructor might handle these issues through the use of grading rubrics and discussion with students of the purpose of peer review. The first episode illustrates the situation and the instructor handling it badly; the second episode illustrates the instructor handling it well.

Episode 1

Students are seated around the room in groups of four. The instructor begins by introducing the peer review activity.

Instructor: "Today we'll spend the first forty minutes of class holding a peer review workshop. I've asked you to read each other's papers and comment on them, paying particular attention to the elements in the "Argument" and "Style" sections of our scoring rubric. You should devote ten minutes to commenting on each person's paper. You can go around in a circle, with each person giving commentary in order, or you can jump from one person to the next–whatever feels most comfortable to you. Go ahead and get started."

Students pull out papers and begin talking about them. The peer commentary is superficial, congratulatory, and brief.

Student 1: "Who should we start with?"

Student 2: Smiling "I'll go first–I want to get it over with."

The other students shuffle papers until they reach hers.

Student 1: "OK. I liked your paper a lot. You made some really good points."

Student 2: Nods. "Thanks."

Student 3: "Yeah. I agree. It really flowed together."

All the students nod.

Student 4: "Yeah. I liked how you brought in Jacobsen's research. You did a good job of using it to make your points about water rights and development."

Student 3: "Yup. Great job."

All students stare at the paper for a few seconds, silently.

Student 2: "Is that about it?"

All other students say "yeah, that's all I have. Great job–I liked it."

Student 1: "We're supposed to spend ten minutes on each paper. I mean, there's no way!"

Student 2: "I don't care. The teacher is going to read it anyway. I doesn't really matter what we say. Who wants to go next?"

Student 1: "I'll do it."

The instructor has been watching and sees the students shuffling papers, moving on to the next person. He/she comes over to the group.

Instructor: A little concerned. "Are you finished with the first paper already?"

The students look up and nod. The instructor looks a little unsure how to proceed.

END.

Episode 2

This scene starts where the first ends: with the instructor asking the students whether they're finished with the first paper. This time the instructor intervenes when the students fail to complete the peer review seriously.

Instructor: A little concerned. "Are you finished with the first paper already?"

The students look up and nod.

Instructor: "You didn't spend very much time on it. What did you talk about?"

Student 1: "We talked about the flow. And a couple other things."

Instructor: "Hmm. I think you need to go a little deeper into it, otherwise Emily won't get the kind of specific feedback that will be helpful for revising her paper. Did you bring your scoring rubrics with you to class?"

Students nod.

Instructor: "Let's look at them."

Students take out rubrics.

Instructor: "You remember when we talked about these rubrics in class? I will consider how well each of you meets these criteria when I grade your papers. You should focus your peer discussion on these issues, at least to start. And you should be specific with your feedback. If you like something, say exactly what you like about it. If something needs improvement, make sure you explain why and offer a suggestion. Does that make sense?"

The students nod.

Instructor: "Let's look at the "Argument" section of the rubric as an example. You could begin your peer review by discussing how well Emily meets the first stated criteria: ?the thesis statement is clear and supported by points of evidence throughout the paper.' So, is Emily's thesis statement clear and well supported?"

A few seconds of silence while students review her paper.

Student 3: "I think the thesis is clear–that water management policies affect development of cities. But I think she could use another example. She only talks about Los Angeles."

Instructor: "Excellent! That comment is specific and helpful. Now Emily knows that she has to find some more examples to develop her argument."

Emily nods.

Instructor: "You should always offer at least two or three suggestions for improvement before moving on to another paper. And that's why we do peer review of writing in the first place: to help the writer and the reviewer identify what elements of their writing needs to be improved. Writing is a skill that takes a lot of practice. I can give you guidelines, but you really learn most when you work with your classmates and teach each other."

Instructor: "You know, maybe I should talk about this with the entire class. I bet a lot of other groups could use a refresher on why we're doing peer review and how to give useful feedback."

Students nod.

END.