Slow Peer Review in the Writing Classroom

This article offers slow peer review as an approach to student-to-student peer review in the writing classroom. Slow peer review is based in the values and theories of rhetorical feminism and, when executed purposefully, can function as a fitting alternative to fake news rhetoric. In addition to art...

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Bibliographic Details
Published in:Pedagogy : critical approaches to teaching literature, language, culture, and composition language, culture, and composition, 2021-04, Vol.21 (2), p.369-383
Main Author: Oleksiak, Timothy
Format: Article
Language:English
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Summary:This article offers slow peer review as an approach to student-to-student peer review in the writing classroom. Slow peer review is based in the values and theories of rhetorical feminism and, when executed purposefully, can function as a fitting alternative to fake news rhetoric. In addition to articulating the steps of slow peer review, this article illustrates how two students in a sophomore-level writing class engaged in the practice. Initial results suggest that nondirective description can lead to meaningful changes in student writing. The article concludes with further considerations for writing teachers who wish to conduct slow peer review in their own classrooms.
ISSN:1531-4200
1533-6255
DOI:10.1215/15314200-8811551