Peer review in a graduate writing class: Case studies of first- and second - language students

Petcharat Saenpoch, University of Texas at El Paso

Abstract

This research explored peer review strategies of L1 (native speakers of English) and L2 (non-native speakers of English) graduate student writers from different disciplines. The focus was on how they revised their writing and which strategies they used. The study was conducted in a Graduate Writing Workshop class at a public university on the U.S. - Mexican border in the United States of America. Five participants were selected as case studies. The researcher collected data by recording face-to-face peer review sessions, observing the class, interviewing the instructor and students, collecting the students’ reflections, and gathering the students’ writing drafts. The results revealed that L1 and L2 writers used various strategies in peer review, such as asking for clarifications and giving examples. They selected the most helpful comments for their revision, and they found that a peer review group that consisted of the students who were from different language backgrounds and disciplines created the most challenge during peer review sessions. These findings are meaningful for L1 and L2 peer review and writing development in American educational settings and other countries all over the world.^

Subject Area

English as a second language|Rhetoric|Higher education

Recommended Citation

Saenpoch, Petcharat, "Peer review in a graduate writing class: Case studies of first- and second - language students" (2015). ETD Collection for University of Texas, El Paso. AAI3708563.
http://digitalcommons.utep.edu/dissertations/AAI3708563

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