Peer review of writing provides an alternative to the traditional approach of practicing writing with feedback from an instructor. Most of the limited research on peer review has examined the general effects or focused on the effects of receiving feedback from peers. The current study focused on the effects of giving feedback, that is, on whether students learn to write better by reviewing peer writing. Sixty-one undergraduate students were randomly assigned to reviewing, reading, or no-treatment control conditions. Reviewers rated and commented on papers written by peers. Readers read the same papers without commenting. All students then wrote a paper in the same genre but on a different topic. Students in the reviewing condition significantly outperformed those in both other conditions on the quality of the report. Follow-up analysis indicated that comments coded as " problem detection" and " solution suggestion" were positively correlated with writing outcomes for students in the reviewing condition. This research provides support for the use of peer review of writing as a learning activity.
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology