Even with weeks of building a classroom community and deliberate instructional scaffolding, students may not engage in thoughtful peer review. One teacher discovers how he must place a deep, intentional value on the feedback itself—and the writers who provided it to one another.
Miller, Derek; Hicks, Troy; and Golab, Susan
"Teaching Peer Feedback as Ethical Practice,"
Language Arts Journal of Michigan:
2, Article 7.
Available at: https://doi.org/10.9707/2168-149X.2178