Peer Review On Peer Reviews

Furthermore, according to Duncan Carter’s article, Five Myths About Writing, “Years of well-intentioned English teachers have responded to students’ first drafts as if they were supposed to have been perfect. Combined with a pedagogy which suggests that revision is a form of punishment, it is not hard to see where students get the idea that good writers don’t have to revise” (Carter, 82). Growing up, high school teachers make it seem as if revising and editing your paper is the worst thing ever. Any student who worked long and hard on their assignment and turned it in to get revised, would hate to receive a paper back with nothing but red marks and errors written all over them. This initially gave people the mindset of forgetting about editing their work if all it did was tear them down and point out their mistakes.

Peer editing is also a powerful learning tool to promote syntax awareness while incorporating an inductive style. It moves the emphasis away from teacher correction to a more student friendly idea of peer collaboration that puts the students into a more central role actively involving them in the error analysis process and moving them away from the passive learning that is associated with teacher feedback. Moreover, it changes the student’s role from writer to reader giving them greater insight into the writing process and “activating their linguistic competence” (Junyi 2005, p. 50). Later work by Lundstrom and Baker (2009) came to similar conclusions and their work claims that peer editing is beneficial to learners and showed that this methodology is now widely used in schools and results gathered from research show that it is greatly benefiting students (p. 38).

Teaching the process of a five-paragraph essay seems to be a popular strategy when it comes to teaching new writers; however, not everyone agrees that five-paragraph essays are the best way to go about introducing the writing process. John Warner, author of “Kill the 5-Paragraph Essay” believes the process gives writers little freedom and is a “tool for the worst of teachers to hide amongst the good.” On the other hand, Kerri Smith, author of “In the Defense of the Five-Paragraph Essay” claims “students who know the five-paragraph essay intimately are more prepared to take on the challenge of college-level writing.” Both first-year composition professors make great arguments; however, Warner’s article seems to argue his point effectively.

This is a reflection of my essay from module four where we did a peer review and feedback on our essay. I found this to be a really helpful and great assignment. It gave us an opportunity to have a peer doing the same type of essay give an outside view point. The feedback that I took into consideration from my peer was very valuable. I did not have a strong enough opposing viewpoint providing a negative view on censorship or a positive view of free speech. This was very good feedback and I feel that my peer definitely took the time to break down my essay and gave a great review. This was such an important part of the persuasive essay that the need to make sure I had a strong counter argument was important.

Throughout the seven weeks that I have taken this writing composition course, I have developed skills to help me improve my own writing. Using the writing process is one of the main focuses in the course. The writing process helps writers develop and revise their essay as they work their way up to creating the final draft that can be presented. Although there are many areas in my own writing where I can get better, I have found that my writing has improved in many ways while practicing using the writing process.

Throughout the school year of 2015-2016 at the Founders Academy, I have wrote numerous essays, with generally positive results. Several of the essays exceeded expectations, while others reached expectations to a modest extent, but all of the essays were supported by the writing skills that I had learned that year, regardless of my strengths or weaknesses with these skills. These techniques vary extensively, from comparing and contrasting ideas in a text to editing and revising essays for quality results, which is proven in my writing portfolio.

In 1984, Stephen North penned a landmark essay, “The Idea of a Writing Center.” In it, he wrote about writing centers’ struggles to be understood and emphasized the transactional, synchronous conversation about writing that most writing centers focus on as their mission. Current writing center scholarship still cites this article regularly. Its content has withstood the test of time, and the writing center experiences North transcribed are still relevant today. We work with many students who are well prepared for a writing center session, and of course, we have our regular clientele who clearly find value in our assistance. But we also frequently work with students who don’t understand what we do. Here at Union Institute & University, students send us brief emails, simply attaching a paper. Some include a note; some don’t. Sometimes students ask us to edit their papers or they’ll ask us to correct an essay and return it. Sometimes they tell us who they are;

While reflecting on my time at the Chief Petty Officer’s Academy (CPOA), three elements of learning most impacted my persona and changed me as a leader. These elements of learning include both class room presentations and personal interactions with fellow attendees. The three elements of learning that will be discussed in this paper are 360 peer review report, understanding generational gaps, and recognition that everyone has different experiences within the mess. Each element has changed how I view the Coast Guard and will shape my future interactions with others.

In his essay, "Teach Writing as a Process not a Product," Donald Murray outlines the major difference between the traditional pedagogy that directed the teaching of writing in the past and his newly hailed model. Traditionally, Murray explains, English teachers were taught to teach and evaluate students' writing as if it was a finished product of literature when, as he has discovered, students learn better if they're taught that writing is a process. For Murray, once teachers regard writing as a process, a student-centered, or writer-centered, curriculum falls into place. Rules for writing fall by the way side as writers work at their own pace to see what works best for

Prior to entering class, I deemed myself a competent writer. However, I quickly discovered that my writing involved mediocre writing precepts. In contrast to the principles of scholarly discourse, my writing held the tenets of conversational writing and failed to meet academic standards. Furthermore, much of my poor writing was akin to a deep-rooted habit that I found humbling to admit and challenging to correct. Passive voice, unneeded words, long sentences, were a few of the obstacles that impeded my journey to effective writing. However, using peer reviews and an editing checklist I slowly began improving my skills as a competent writer. I also found that reading concerning writing provided supplementary methods to improve my skills as a scholarly writer. Implementing these innovative techniques, I slowly began to

Reading and writing are a crucial part of English composition, but the drafting, revising, and editing components are a vital part of a student’s success. I invite my students to write several drafts of their essays, and writing assignments, to workshop with their peers, and me on a one-on-one basis. From experience, many students don’t embrace this step in the writing process.

Although an individual mode of writing is more effective for people who want to finish faster, peer-reviewed writing eradicates most mistake. An individual mode of writing creates a bias view on one’s own essay, therefore mistakes are usually omitted. Feedback from other people helps point out all spelling mistakes and eliminates a sentence that is out-of-context.

You are correct stating educating patients on high risk behaviors such as IV drug use, sharing needles and unprotected sex greatly reduces the number on new cases that are diagnosed. One very important obstacle implementing this intervention is that healthcare “providers also have inadequate knowledge about viral hepatitis, often failing to provide at risk patients with viral hepatitis related services” (Ward, Valdiserri, & Koh, 2012, p. 559). Until we overcome improving awareness and education with the provider, reaching these at risk patients, then we can strengthen awareness in the community setting.

We thank the reviewer for his/her thoughtful concern. First, the pups from one mom’s uterus were randomly selected to be electroporated with experimental or control plasmids. To reduce the individual variations from different pregnant moms and human handling differences, we always tried to make sure that control and experimental plasmids was electroporated within one liter. Based on our experience, normally one pregnant female mouse will carry 6 to 8 pups on average, it is not possible to collect enough brains from one liter. As such, for each 3 to 7 brains we collected, 2 to 4 litters have to be electroporated, which is not as reviewer conceived that our results only from a single electroporation.

We are all capable of many different things, we have strengths and weaknesses that can ultimately make or break an argument you're trying to convey in a group discussion, or even the papers in which we have to focus on. My mindset in everything I do is to ultimately to enhance my abilities and knowledge on the English language, which entails paper writing as well. In high school I was never the greatest at writing papers, so my mindset in writing papers in college was ultimate not the greatest but despite that I was still eager to grow and become better with papers. Throughout the course this year I have grown a lot not only as a writer but also as a student. While being in an English class this semester I have managed to stay in tuned with the interaction in the discussions of our critical