Commenting, not correcting: Reframing peer-review activities in the writing classroom

COLOMBO, LAURA

CABA

Conferencia; Teachers Research. Second Annual Latin American Conference for Teacher-Reserach in ELT; 2017

British Council Buenos Aires - APIBA - FAAPI

Commenting, not correcting: Reframing peer-review activities in the writing classroom Participating in scholarly events and writing for academic journals can be central to the professional development of language teachers and the profession. Nevertheless, writing-for-publishing literacy practices are infrequently taught in teacher education institutions. This poster presents the pedagogical rationale of a classroom experience where peer-feedback activities played a key role in the teaching and learning of scholarly writing. We show how whole-class and peer-revision activities can become an arena where students reflect on their own writing process as well as enact and learn the scholarly practice of giving and receiving feedback. We conclude that, with the proper scaffolding, these activities can allow students to share and improve their revision strategies as well as to reflect on the role that collegial critique of texts and the peer-review process play in the making of a publishable paper.