Crowley

Spring 2014
Writing 111: Coming to Voice
Guidelines for Peer Review Workshops

1. All the members of the peer review group should come to the workshop prepared with
sufficient copies of their essay draft to distribute to the other members and a clear
understanding of how much time will be required to complete the review process.
2. Each member of the group takes a turn to speak briefly (approx. 2 mins. or less) about
his/her work, explaining the problem that the essay addresses, outlining the main
argument (thesis) and giving some indication of the important pieces of evidence and
analysis that support his/her position. The speaker should also mention any particular
issues that she/he would like to have feedback on. Other group members should listen
carefully, take notes and begin to formulate questions. Before beginning to read, give
each member of the group chance to ask questions and clarify any uncertainties.
3. Group members should read the drafts (approx. 8-10 mins. for each paper), making
comments in the margins and developing a written response. Please use the suggestions
on the next page to help you provide the most effective feedback.
4. Group members should discuss each of the papers they reviewed, speaking briefly
(approx. 3 mins or less) about their overalls reaction to each draft. The comments may
include the drafts strengths, weaknesses and possible points of revision. The writer of
each paper should listen carefully and make notes but it is not recommended to respond
immediately to the reviewers comments.
5. Group members complete their written feedback before the workshop session ends or at
home. Once completed, the written feedback must be provided to the writer. The
instructor must also receive a copy (if handwritten, please scan, photocopy, or take a
high-resolution photo; if typed, please email).


Crowley
Spring 2014
Advice for Producing Written Feedback
1. Identify Values in the Paper. Give constructive feedback on your colleagues paper. What
did you like about it? What were the strongest points? Where did you become most
interested? What ideas did you find exciting? What words struck you forcibly or
resonated for you? What surprised you?
2. Describe the Paper. Explain the main ideas of the paper and how it is organized. How are
the lead, the body, and the end related? What did you hear as the main points of your
colleagues paper? Do they match what the writer described? After reading the first page,
where did you expect the paper to go? At that point, were you with or against the writers
position? How did the paper guide your thinking? How did your knowledge and feelings
change as you read? What problem(s) is the paper trying to address? State some related
ideas that the paper did not include.
3. Ask Questions about the Paper. Ask questions about your colleague's meaning and
wording. Ask about parts that need more explanation or that are not clear to you. Ask for
clarification, further information, and elaboration on points you found particularly
interesting. Be the devils advocate and try to find alternative viewpoints or possible
refutations of the papers arguments.
4. Suggest Points to Revise. Give suggestions for improving the paper. Suggest places that
need more information, more clarity, or re-thinking. Tell what you wish the paper had
said or what might be usefully added.
5. Focus on the Big Picture of the paper. Your most valuable contribution as a reviewer
is not to identify all the spelling mistakes, typos and mechanical errors that the author has
made. If the errors distract you from the arguments and analysis in the paper, be sure to
make this clear in your feedback. The role of peer reviewers is to give an honest response
to the writers thoughts and arguments. Be straightforward, keep the authors intentions
in mind and avoid purely negative critiques. Dont get caught up in disagreements.
6. Respect Differences. Theres not one correct way to write an essay or to develop an idea.
Each writer must find their own approach to their specific content. Differing opinions
should lead to productive dialogue. Understand that every writer must write from where
they are now. Finally, appreciate that some writers are learning to compose written texts
in English even though this is not the only language they use.