Beyond the checklist: Centering peer review and feedback
As a former K12 English Language Arts educator, this blog is both an apology and a love letter to former students. How so? As I write this, I am reminded of me as a much younger, much less experienced classroom educator. I apologize for asking for revisions that amounted to nothing more than a “sloppy copy” and a “neat copy.” This may be a decent starting point, but this blog presents proof that it is possible to learn and grow; the Peer Review and Feedback instructional resource pack provides resources for educators and students who may have varying levels of experience with this process.
Writing–whether as a student or adult–is a complex process that requires the right mix of solitude and community. This is especially true for younger writers as they seek to find a voice and hone their craft. While many stages of writing can be both profoundly difficult and profoundly satisfying, seeking and receiving feedback can be one of the more challenging aspects of the writing process, no matter the skill level of the writer.
Why is this a common problem for both adult and student writers? Obviously the process is complex. When writers process their thoughts and begin to put them on the page, there’s definitely a satisfaction to be found, yet who hasn’t felt frustration as well when attempting to perfect their thoughts? Peer review and feedback are critical steps when completing any project so why does it elicit such dread from teachers and students?
In this blog post, we'll explore the challenges associated with peer review and feedback head-on and uncover strategies to transform them into powerful tools for development and collaboration, paving the way for a transformative writing experience.