A New Perspective on Peer‐Editing

Abstract

ABSTRACT This article describes the peer‐editing behaviors of eight undergraduate students in a third‐year Spanish composition and grammar review course. Data collected over four months through interviews, participant observation, artifact inventories, and questionnaires revealed a strong tendency among informants to define the peer‐editing process in social and emotional terms, but did not support some of the previously held views regarding the effectiveness of the process. The author's findings challenge common beliefs about the effects that audience awareness and response may have on students' writing and students' attitude toward writing, and suggest implications for the classroom.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 73 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.