Giving Peer Feedback<\/h3>\r\nWhen your role in peer review is to give feedback, your job is to help the writer by giving your reaction as a reader to the writing. Think about the kind of feedback you would like to get and also how you would like that feedback to be given. Here are some basic rules to follow for responding to someone else\u2019s writing.\r\n\r\n![\"\"](\"https:\/\/pressbooks.bccampus.ca\/writingplace\/wp-content\/uploads\/sites\/1608\/2022\/03\/High-five-pana-1024x1024.png\")
<\/a>\r\n\r\nFirst, listen to the writer. What kind of feedback are they asking for? Do they want to know if their argument is clear? Do they have questions about citing sources? Make a note about what kind of feedback the writer has requested and keep that in mind as you respond.\r\n\r\nBe kind and compassionate. When you are receiving criticism, isn\u2019t it easier to hear if the person giving the criticism is kind and respectful to you? Do the same for your peer.\r\n\r\nComment on the higher order concerns first. That means asking questions about anything that confuses you, checking to see if the writing did what the assignment called for, and considering if the organization of the paper makes sense. Sometimes your instructor will give you specific things they want you to comment on; if so, be sure you do so.\r\n\r\nUse \u201cI\u201d statements to help stay focused on your experience and reaction to the writing. For example, instead of saying, \u201cYou aren\u2019t clear in this paragraph,\u201d try saying, \u201cI\u2019m confused in this paragraph. Did you mean X or Y?\u201d\r\n\r\nBe specific. Never say \u201cI liked it\u201d or \u201cIt was good\u201d unless you follow up with an explanation of exactly what you liked or thought was good. The same goes for criticism; say exactly what confused you or what was missing.\r\n\r\nAsk questions. Use questions to clarify what the writer means, what the evidence is saying, and what the writer is trying to do.\r\n\r\nOffer advice based on your own experience. For example, you could say \u201cif this were my paper, the two things I would do next are A and B.\u201d Provide options such as, \u201cIf you wanted to expand this, you could do A, B, or C.\u201d\r\n\r\nDon\u2019t try to make the writer sound like you. If a word is the wrong word, note that, but if you just think of a word you like better, that\u2019s just a matter of style and voice.\r\n\r\n![\"\"](\"https:\/\/pressbooks.bccampus.ca\/writingplace\/wp-content\/uploads\/sites\/1608\/2022\/03\/Group-discussion-amico-1024x1024.png\")
<\/a>\r\n\r\nDon\u2019t edit your peer\u2019s writing for them. Only comment on editing when the writing is a final draft or when your instructor has included checking for errors in the instructions for peer review. Correcting errors is important at some point, but it makes no sense to spend time editing a paragraph if that paragraph may need to be deleted or changed. It\u2019s okay to remind the writer to run spell check and grammar check if you notice minor errors. Otherwise, only ask about editing errors if you have trouble understanding the sentence because of the mistakes. If your instructor does want you to comment on editing, be sure to follow the instructions. Remember that the responsibility for correcting the errors lies with the writer, not with you.\r\n\r\nWhen providing peer feedback, it can be helpful to have an understanding of higher order and lower order concerns. See High and Low<\/a>\u00a0in this chapter to learn more.\r\nMake the Most of Peer Feedback<\/h3>\r\nWatch this video to learn how to make the most of peer feedback. Alternatively, you can read the text below the video.\r\n\r\n[video width=\"1920\" height=\"1080\" mp4=\"https:\/\/pressbooks.bccampus.ca\/writingplace\/wp-content\/uploads\/sites\/1608\/2022\/03\/Now-lets-consider-your-role-in-receiving-feedback-not-giving-it..mp4\"][\/video]\r\n\r\nNow let\u2019s consider your role in receiving feedback, not giving it. Are you eager to get feedback? Scared to share your work? If you are receiving feedback from your peers, remember that ultimately you get to decide what feedback to accept. If you don\u2019t think the feedback is correct, ask your instructor what they think. And give your peers a break; they are also just learning how to give feedback.\r\n\r\nOne way to improve the feedback you get is to ask for the kind of feedback you want. Don\u2019t be afraid to give your peer reviewer some direction.\r\n\r\nListen to or read the feedback with an open mind. Consider that the peer reviewer is your reader. It\u2019s good to know what a real reader experienced when they read your writing.\r\n\r\nIf you aren\u2019t sure about the feedback or feel upset about it, reconsider the suggestions after a break. It\u2019s okay to say, \u201cI\u2019ll think about that.\u201d If you feel that the reviewer is trying to change your style so that the paper doesn\u2019t sound like you anymore, consider whether the feedback helps you make the paper better. If not, feel free to set that feedback aside.\r\nAdaptations<\/h1>\r\nThis section has been adapted from Giving and Receiving Feedback<\/a> in The Word on College Reading and Writing<\/a> by Carol Burnell, Jaime Wood, Monique Babin, Susan Pesznecker, and Nicole Rosevear, licensed under a Creative Commons Attribution-NonCommercial 4.0 International License<\/a>, except where otherwise noted.","rendered":"![\"\"](\"https:\/\/pressbooks.bccampus.ca\/writingplace\/wp-content\/uploads\/sites\/1608\/2022\/03\/3a15e6da86760d5d07cd17304fa3e3d4-731x1024.jpeg\")
<\/p>\n
The classroom is a community, a microcosm of the broader academic community and of the communities we are part of outside academic institutions. We can support each other by listening, practicing compassion and generously offering feedback to each other. Keep in mind that we are not here to judge, only to provide valuable support as readers of each other’s work.<\/p>\n
Giving and Receiving Feedback<\/h3>\n
In many writing classes, students are expected to learn how to give feedback to their peers. This task is usually called peer review, a concept that is at the heart of academic scholarship and the exchange of ideas. At first, this may seem intimidating. Writers may think, \u201cI\u2019m not a teacher\u2013how can I give useful feedback to another writer?\u201d What writers CAN do is give their peers an honest reaction as a reader and give advice based on their own experience. It is ultimately up to the writer to decide if they want to make use of the feedback given. If you feel unsure of your ability to give feedback, remember that you are learning from the process. In a class, the other students will also receive feedback from the instructor.<\/p>\n
This understanding may also help students who don\u2019t feel that other students are qualified to give feedback. If you feel that the advice given to you by a peer isn\u2019t right, you can choose to ignore it or decide to check with your instructor first. Remember that your peers are learning how to give feedback, just as you are.<\/p>\n
Giving feedback on writing is a powerful skill that you may use outside of school for work projects, collaborations, or for personal writing.<\/p>\n
Giving Peer Feedback<\/h3>\n
When your role in peer review is to give feedback, your job is to help the writer by giving your reaction as a reader to the writing. Think about the kind of feedback you would like to get and also how you would like that feedback to be given. Here are some basic rules to follow for responding to someone else\u2019s writing.<\/p>\n
<\/a><\/p>\nFirst, listen to the writer. What kind of feedback are they asking for? Do they want to know if their argument is clear? Do they have questions about citing sources? Make a note about what kind of feedback the writer has requested and keep that in mind as you respond.<\/p>\n
Be kind and compassionate. When you are receiving criticism, isn\u2019t it easier to hear if the person giving the criticism is kind and respectful to you? Do the same for your peer.<\/p>\n
Comment on the higher order concerns first. That means asking questions about anything that confuses you, checking to see if the writing did what the assignment called for, and considering if the organization of the paper makes sense. Sometimes your instructor will give you specific things they want you to comment on; if so, be sure you do so.<\/p>\n
Use \u201cI\u201d statements to help stay focused on your experience and reaction to the writing. For example, instead of saying, \u201cYou aren\u2019t clear in this paragraph,\u201d try saying, \u201cI\u2019m confused in this paragraph. Did you mean X or Y?\u201d<\/p>\n
Be specific. Never say \u201cI liked it\u201d or \u201cIt was good\u201d unless you follow up with an explanation of exactly what you liked or thought was good. The same goes for criticism; say exactly what confused you or what was missing.<\/p>\n
Ask questions. Use questions to clarify what the writer means, what the evidence is saying, and what the writer is trying to do.<\/p>\n
Offer advice based on your own experience. For example, you could say \u201cif this were my paper, the two things I would do next are A and B.\u201d Provide options such as, \u201cIf you wanted to expand this, you could do A, B, or C.\u201d<\/p>\n
Don\u2019t try to make the writer sound like you. If a word is the wrong word, note that, but if you just think of a word you like better, that\u2019s just a matter of style and voice.<\/p>\n
<\/a><\/p>\nDon\u2019t edit your peer\u2019s writing for them. Only comment on editing when the writing is a final draft or when your instructor has included checking for errors in the instructions for peer review. Correcting errors is important at some point, but it makes no sense to spend time editing a paragraph if that paragraph may need to be deleted or changed. It\u2019s okay to remind the writer to run spell check and grammar check if you notice minor errors. Otherwise, only ask about editing errors if you have trouble understanding the sentence because of the mistakes. If your instructor does want you to comment on editing, be sure to follow the instructions. Remember that the responsibility for correcting the errors lies with the writer, not with you.<\/p>\n
When providing peer feedback, it can be helpful to have an understanding of higher order and lower order concerns. See High and Low<\/a>\u00a0in this chapter to learn more.<\/p>\nMake the Most of Peer Feedback<\/h3>\n
Watch this video to learn how to make the most of peer feedback. Alternatively, you can read the text below the video.<\/p>\n
![\"\"](\"https:\/\/pressbooks.bccampus.ca\/writingplace\/wp-content\/uploads\/sites\/1608\/2022\/03\/High-five-pana.png\")
<\/a>\r\n\r\nFirst, listen to the writer. What kind of feedback are they asking for? Do they want to know if their argument is clear? Do they have questions about citing sources? Make a note about what kind of feedback the writer has requested and keep that in mind as you respond.\r\n\r\nBe kind and compassionate. When you are receiving criticism, isn\u2019t it easier to hear if the person giving the criticism is kind and respectful to you? Do the same for your peer.\r\n\r\nComment on the higher order concerns first. That means asking questions about anything that confuses you, checking to see if the writing did what the assignment called for, and considering if the organization of the paper makes sense. Sometimes your instructor will give you specific things they want you to comment on; if so, be sure you do so.\r\n\r\nUse \u201cI\u201d statements to help stay focused on your experience and reaction to the writing. For example, instead of saying, \u201cYou aren\u2019t clear in this paragraph,\u201d try saying, \u201cI\u2019m confused in this paragraph. Did you mean X or Y?\u201d\r\n\r\nBe specific. Never say \u201cI liked it\u201d or \u201cIt was good\u201d unless you follow up with an explanation of exactly what you liked or thought was good. The same goes for criticism; say exactly what confused you or what was missing.\r\n\r\nAsk questions. Use questions to clarify what the writer means, what the evidence is saying, and what the writer is trying to do.\r\n\r\nOffer advice based on your own experience. For example, you could say \u201cif this were my paper, the two things I would do next are A and B.\u201d Provide options such as, \u201cIf you wanted to expand this, you could do A, B, or C.\u201d\r\n\r\nDon\u2019t try to make the writer sound like you. If a word is the wrong word, note that, but if you just think of a word you like better, that\u2019s just a matter of style and voice.\r\n\r\n![\"\"](\"https:\/\/pressbooks.bccampus.ca\/writingplace\/wp-content\/uploads\/sites\/1608\/2022\/03\/Group-discussion-amico.png\")
<\/a>\r\n\r\nDon\u2019t edit your peer\u2019s writing for them. Only comment on editing when the writing is a final draft or when your instructor has included checking for errors in the instructions for peer review. Correcting errors is important at some point, but it makes no sense to spend time editing a paragraph if that paragraph may need to be deleted or changed. It\u2019s okay to remind the writer to run spell check and grammar check if you notice minor errors. Otherwise, only ask about editing errors if you have trouble understanding the sentence because of the mistakes. If your instructor does want you to comment on editing, be sure to follow the instructions. Remember that the responsibility for correcting the errors lies with the writer, not with you.\r\n\r\nWhen providing peer feedback, it can be helpful to have an understanding of higher order and lower order concerns. See Adaptations<\/h1>\r\nThis section has been adapted from Giving and Receiving Feedback<\/a> in The Word on College Reading and Writing<\/a> by Carol Burnell, Jaime Wood, Monique Babin, Susan Pesznecker, and Nicole Rosevear, licensed under a Creative Commons Attribution-NonCommercial 4.0 International License<\/a>, except where otherwise noted.","rendered":"<\/p>\n
The classroom is a community, a microcosm of the broader academic community and of the communities we are part of outside academic institutions. We can support each other by listening, practicing compassion and generously offering feedback to each other. Keep in mind that we are not here to judge, only to provide valuable support as readers of each other’s work.<\/p>\n
Giving and Receiving Feedback<\/h3>\n
In many writing classes, students are expected to learn how to give feedback to their peers. This task is usually called peer review, a concept that is at the heart of academic scholarship and the exchange of ideas. At first, this may seem intimidating. Writers may think, \u201cI\u2019m not a teacher\u2013how can I give useful feedback to another writer?\u201d What writers CAN do is give their peers an honest reaction as a reader and give advice based on their own experience. It is ultimately up to the writer to decide if they want to make use of the feedback given. If you feel unsure of your ability to give feedback, remember that you are learning from the process. In a class, the other students will also receive feedback from the instructor.<\/p>\n
This understanding may also help students who don\u2019t feel that other students are qualified to give feedback. If you feel that the advice given to you by a peer isn\u2019t right, you can choose to ignore it or decide to check with your instructor first. Remember that your peers are learning how to give feedback, just as you are.<\/p>\n
Giving feedback on writing is a powerful skill that you may use outside of school for work projects, collaborations, or for personal writing.<\/p>\n
Giving Peer Feedback<\/h3>\n
When your role in peer review is to give feedback, your job is to help the writer by giving your reaction as a reader to the writing. Think about the kind of feedback you would like to get and also how you would like that feedback to be given. Here are some basic rules to follow for responding to someone else\u2019s writing.<\/p>\n
<\/a><\/p>\nFirst, listen to the writer. What kind of feedback are they asking for? Do they want to know if their argument is clear? Do they have questions about citing sources? Make a note about what kind of feedback the writer has requested and keep that in mind as you respond.<\/p>\n
Be kind and compassionate. When you are receiving criticism, isn\u2019t it easier to hear if the person giving the criticism is kind and respectful to you? Do the same for your peer.<\/p>\n
Comment on the higher order concerns first. That means asking questions about anything that confuses you, checking to see if the writing did what the assignment called for, and considering if the organization of the paper makes sense. Sometimes your instructor will give you specific things they want you to comment on; if so, be sure you do so.<\/p>\n
Use \u201cI\u201d statements to help stay focused on your experience and reaction to the writing. For example, instead of saying, \u201cYou aren\u2019t clear in this paragraph,\u201d try saying, \u201cI\u2019m confused in this paragraph. Did you mean X or Y?\u201d<\/p>\n
Be specific. Never say \u201cI liked it\u201d or \u201cIt was good\u201d unless you follow up with an explanation of exactly what you liked or thought was good. The same goes for criticism; say exactly what confused you or what was missing.<\/p>\n
Ask questions. Use questions to clarify what the writer means, what the evidence is saying, and what the writer is trying to do.<\/p>\n
Offer advice based on your own experience. For example, you could say \u201cif this were my paper, the two things I would do next are A and B.\u201d Provide options such as, \u201cIf you wanted to expand this, you could do A, B, or C.\u201d<\/p>\n
Don\u2019t try to make the writer sound like you. If a word is the wrong word, note that, but if you just think of a word you like better, that\u2019s just a matter of style and voice.<\/p>\n
<\/a><\/p>\nDon\u2019t edit your peer\u2019s writing for them. Only comment on editing when the writing is a final draft or when your instructor has included checking for errors in the instructions for peer review. Correcting errors is important at some point, but it makes no sense to spend time editing a paragraph if that paragraph may need to be deleted or changed. It\u2019s okay to remind the writer to run spell check and grammar check if you notice minor errors. Otherwise, only ask about editing errors if you have trouble understanding the sentence because of the mistakes. If your instructor does want you to comment on editing, be sure to follow the instructions. Remember that the responsibility for correcting the errors lies with the writer, not with you.<\/p>\n
When providing peer feedback, it can be helpful to have an understanding of higher order and lower order concerns. See High and Low<\/a>\u00a0in this chapter to learn more.<\/p>\nMake the Most of Peer Feedback<\/h3>\n
Watch this video to learn how to make the most of peer feedback. Alternatively, you can read the text below the video.<\/p>\n
<\/p>\n<\/a><\/p>\nFirst, listen to the writer. What kind of feedback are they asking for? Do they want to know if their argument is clear? Do they have questions about citing sources? Make a note about what kind of feedback the writer has requested and keep that in mind as you respond.<\/p>\n
Be kind and compassionate. When you are receiving criticism, isn\u2019t it easier to hear if the person giving the criticism is kind and respectful to you? Do the same for your peer.<\/p>\n
Comment on the higher order concerns first. That means asking questions about anything that confuses you, checking to see if the writing did what the assignment called for, and considering if the organization of the paper makes sense. Sometimes your instructor will give you specific things they want you to comment on; if so, be sure you do so.<\/p>\n
Use \u201cI\u201d statements to help stay focused on your experience and reaction to the writing. For example, instead of saying, \u201cYou aren\u2019t clear in this paragraph,\u201d try saying, \u201cI\u2019m confused in this paragraph. Did you mean X or Y?\u201d<\/p>\n
Be specific. Never say \u201cI liked it\u201d or \u201cIt was good\u201d unless you follow up with an explanation of exactly what you liked or thought was good. The same goes for criticism; say exactly what confused you or what was missing.<\/p>\n
Ask questions. Use questions to clarify what the writer means, what the evidence is saying, and what the writer is trying to do.<\/p>\n
Offer advice based on your own experience. For example, you could say \u201cif this were my paper, the two things I would do next are A and B.\u201d Provide options such as, \u201cIf you wanted to expand this, you could do A, B, or C.\u201d<\/p>\n
Don\u2019t try to make the writer sound like you. If a word is the wrong word, note that, but if you just think of a word you like better, that\u2019s just a matter of style and voice.<\/p>\n
Don\u2019t edit your peer\u2019s writing for them. Only comment on editing when the writing is a final draft or when your instructor has included checking for errors in the instructions for peer review. Correcting errors is important at some point, but it makes no sense to spend time editing a paragraph if that paragraph may need to be deleted or changed. It\u2019s okay to remind the writer to run spell check and grammar check if you notice minor errors. Otherwise, only ask about editing errors if you have trouble understanding the sentence because of the mistakes. If your instructor does want you to comment on editing, be sure to follow the instructions. Remember that the responsibility for correcting the errors lies with the writer, not with you.<\/p>\n When providing peer feedback, it can be helpful to have an understanding of higher order and lower order concerns. See High and Low<\/a>\u00a0in this chapter to learn more.<\/p>\n Watch this video to learn how to make the most of peer feedback. Alternatively, you can read the text below the video.<\/p>\n<\/a><\/p>\nMake the Most of Peer Feedback<\/h3>\n