Adapting Editorial Peer Review of Webtexts for Classroom Use


  • Cheryl E. Ball Illinois State University



peer review, webtexts, digital media, editorial pedagogy, assessment


This article picks up, literally, where another one leaves off: “Assessing Scholarly Multimedia: A Rhetorical Genre-Studies Approach” in Technical Communication Quarterly (Ball, 2012a). In that article, I describe how I have brought my editorial-mentoring work with Kairos: A Journal of Rhetoric, Technology, and Pedagogy, which exclusively publishes “born digital” media-rich scholarship, into undergraduate and graduate writing classes. This article describes how the process of editorial peer review translates into students’ peer review workshops in those same writing classes.

Author Biography

Cheryl E. Ball, Illinois State University

Cheryl E. Ball is Associate Professor of New media at Illinois State University and editor of Kairos: Rhetoric, Technology, and Pedagogy. She received the 2012 Conference on College Composition and Communication Technology Innovator Award, the 2013 CCCC Award for Best Pedagogy Article in Technical Communication for “Assessing Scholarly multimedia,” which appeared in Technical Communication Quarterly, and the 2013 C&C distinguished Book Award for her co edited collection, The New Work of Composing. She has also published in Computers and Composition, C&C Online, Fibreculture, Convergence, Programmatic Perspectives, and Kairos. Her other books include RAW New Media and Writer/Designer.



How to Cite

Ball, C. E. (2014). Adapting Editorial Peer Review of Webtexts for Classroom Use. Writing and Pedagogy, 5(2), 301–316.



Reflections on Practice