Looking back, I can very much understand why I disliked peer review, my classmates in High School were extremely competitive and very judgmental, which made pe. People would often make fun of each others pieces or put them down. I also remember certain teachers using several of the strategies listed by Elbow and Belanoff. Perhaps the one I disliked the most was when the teacher would have us read our writing out loud. I already hated talking to most of my classmates, and whenever we were asked to read out loud people would usually laugh or whisper cruel things. I think the first positive experience I had with peer reviews was here at RIC.
I found that the reading gave us a lot of useful information that we can one day use as teachers. However, out of the readings we've looked at so far this one was probably the most tedious to read, while reading it I often had to go back because my mind would drift.
I agree with you on the fact that reading my writing out loud in front of the classroom makes me feel embarrassed because I don't know what my classmates are going to say about my writing. I actually prefer reading it to my teacher alone or giving to her to read, cause I feel more at peace if the feedback is coming my my teacher.
ReplyDeleteWhen I was in eighth grade we had to read our first papers out loud to the class and then respond to them as a class. It was the first time that I had ever experienced that and many people were critical of my writing. I had walked up to the center of the circle very proud of what I had on the page, and then when I finished quite a few people were telling me how it was not as great as I had thought. After that, I was incredibly nervous to read anything I had written out loud again, and never volunteered after that.
ReplyDeleteI understand how difficult it can be to face those fears so I'm very glad that you were able to turn that around when you started RIC. I also understand the nervousness behind reading and responding to peer's papers. I hold myself to a high standard so when I read someone else's piece that I find strong and wonderful, I suddenly feel self conscious about my own writing, thinking that it's not good enough.
The concept of "peer review" certainly needs to be reconsidered at the secondary level. When done right with students who care, it is productive, but more often than not students are not willing to give critical feedback because that requires energy. Not to mention, they may feel bad for offering criticism, or feel that their criticism is irrelevant because they are not confident in their authority as peers. The ways Elbow and Belanoff consider the """"peer review"""" process is a revamped and refreshing way to execute it because they offer useful and relevant ways to do so. Identifying a "center of gravity," for example, is a useful way to offer feedback because it requires readers and writers to understand the emotional implications of the piece, not just what is written. By reconsidering and restructuring the peer review process, we can make it better for our future students.
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