Peer feedback case study

School or department: Arts and Humanities

Programme: BA Spanish (Ab-initio)

Contact: Lisa Clughen

Level of study: Level One - Three

Activity: Peer feedback on academic writing

Aim: For students to consider academic perspectives on writing

Background: Prior to the review session students should have completed a piece of academic writing on a subject of their choice (in Spanish) which they then take to the peer review session. The exercise takes place in an hour-long tutorial session, and can be run as a quick, 10-15 minute exercise. The cohort size is approximately 20 students.

Exercise: Students sit in groups of five - eight. Each student passes their piece of writing to the student on their right.

Students are then directed by the tutor to look at one particular aspect of the writing, for example, grammar, use of tense, phrasing etc. Anything the reviewing student is not sure about is highlighted and the student makes a comment at the end of the sheet.

After about two - three minutes of comment, the paper is passed on to the next student who is tasked with looking at another aspect of the writing and highlight any area they feel requires clarifying etc.

This process is repeated four or five times with students being asked to consider issues such as: 

• content
• highlighting and commenting on the uses of different types of grammar (e.g. the subjunctive) they find in writing
• commenting on something they feel requires further clarification
• stating what they think the topic of the essay is (i.e to confirm understanding).

In addition, at some stage in the process students will be asked to highlight something that they like about the piece of work, thus ensuring developmental and positive as well as constructive feedback.

This type of exercise can be adapted in various ways, for example, students can be asked to highlight aspects of their piece of writing that they would like feedback on – and this can be relating to content, grammar or style.

When this exercise has been completed, students have their writing returned to them and can then discuss with each other the various aspects they have commented on or received feedback on. This can take as long as the tutor feels necessary, but usually takes ten minutes for students to read and ask questions about the feedback.

This task takes place at various intervals during the writing process. It can be used to initiate writing at the beginning of the process (so feedback might be given on aspects such as ‘can you identify and state in your own words what the focus of the piece is), or it might be used as a quick editing exercise in the week prior to submission.

Benefits to staff: Tasking the students with studying certain aspects of pieces of writing encourages focus on individual skills involved. It also helps staff to indicate what is appropriate in terms of writing for a specific module. The exercise can be used with large groups of students.

Benefits to students: Informal feedback to further aid their academic writing. Develops writing skills such as considering the reader when writing text.

Feedback: Students have reacted very favourably to these types of sessions. Stating that it is helpful to hear another persons perspective and that the exercise increased their confidence in writing.

Considerations: This exercise is suitable across all levels of writing as topics for feedback can be adapted according to the requirements of the specific text.

Further Information: Lisa Clughen, Learning and Teaching Coordinator, Arts and Humanities