Peer Editing in College Composition

A Teacher’s Analysis of Successful Practices

Authors

  • Sarah Elizabeth Keeley Wake Technical Community College, Raleigh, NC

DOI:

https://doi.org/10.1558/wap.v6i2.379

Keywords:

Peer Editing

Abstract

Peer editing is a method used by English teachers to actively involve students in the writing process and to facilitate the development of the final draft of an essay. Controversy regarding the effectiveness of peer editing is prevalent for both instructors and students. The purpose of this paper is to share results of a classroom study that focuses on the effectiveness of peer editing practices in 2-year college composition classes. This review reveals the outcomes of several methods of peer editing, addresses both the difficulties and benefits of this process, and examines how to adapt the experience to meet the individual needs of each classroom environment.

Author Biography

Sarah Elizabeth Keeley, Wake Technical Community College, Raleigh, NC

Sarah Keeley is an English Instructor at Wake Technical Community College (WTCC ) in Raleigh, North Carolina. Since earning her Master’s degree in English from East Carolina University in 1994, she has instructed numerous English composition classes at WTCC . Twenty years of teaching English composition has provided significant experience coaching students with their writing skills. In addition to teaching English composition classes and American Literature, she is an active member of the Future Forward College team, which focuses on preparing students for the future economy and the future transition of workforce needs.

References

Board of Governors, Missouri State University. “Writing Center: Peer Editing Guidelines.” Missouri State University. 17 May 2011. Web. 20 Feb. 2013.

Howard Community College. “English/World Languages Division.” Howard Community College. 2012. Web. 20 Feb. 2013.

Marchionda, Denise. E-mail Interview. 27 Feb. 2013.

Published

2014-09-22

How to Cite

Keeley, S. E. (2014). Peer Editing in College Composition: A Teacher’s Analysis of Successful Practices. Writing & Pedagogy, 6(2), 379-397. https://doi.org/10.1558/wap.v6i2.379

Issue

Section

Reflections on Practice