Revision as Reflection and Dialogue Tika Lamsal

Peer review as a social practice According to Joseph Harris, revision is a “dialogical dynamic in which texts engage in ‘ongoing conversations’” (qtd. in Yancey, 1998, p. 3). Following Vygotskyan notion that “cognitive development results from social interaction,” Carson & Nelson (1994) consider peer review tasks to be socially constructed activities that build a sense of classroom community.

Peer review as a rhetorical practice Based on their studies, the scholars like Leki (1990) and Mangelsdorf (1992) moved from their findings to suggestions about improving the effectiveness of peer review activities, discussing the need for modeling the technique, giving students awareness of the purpose for the activity, having students work in groups rather than pairs, conferencing with students after the peer review exercise, and basing a percentage of the course grade on peer reviews. She concluded that peer review takes patience on the part of both students and teachers but that the process can be valuable and enjoyable for students if it is carefully presented. (Ferris, 2003, p. 110)

Looking at classroom practices

Reflecting on peer review process After the peer review: Send an to me explaining what feedback you received during the discussion, whether it was helpful, and how you will use the feedback you just received to revise your paper.