Peer Review Re-Viewed

Investigating the Juxtaposition of Composition Students’ Eye Movements and Peer-Review Processes

Bibliographic Data

ID13682913
AuthorsEric J Paulson (0000-0003-4689-3353, University of Cincinnati, corresponding author), Jonathan Alexander (0000-0002-6325-6914, University of Cincinnati), Sonya L Armstrong (0000-0003-3023-5436, University of Cincinnati), Sonya Armstrong (University of Cincinnati)
Year2007
Volume41
Issue3
Pages304-335
Publication date2007-02-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueResearch in the Teaching of English (JOURNAL)
Journal identifiersISSN: 0034-527X • E-ISSN: 1943-2348
PublisherRoutledge (PUBLISHER • GB)
DOI10.58680/rte20076015
OpenAlexW56001832
LanguageEN
Citations received2
References cited12

While peer review is a common practice in college composition courses, there is little consistency in approach and effectiveness within the field, owing in part to the dearth of empirical research that investigates peer-review processes. This study is designed to shed light on what a peer reviewer actually reads and attends to while providing peer-review feedback

Composition (language · Higher education · Linguistics · Pedagogy · Peer evaluation · Peer review · Political science · Diverse Music Education Insights · EFL/ESL Teaching and Learning · Psychology · Writing and Handwriting Education

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