Student Peer Feedback and Metalanguage

Teaching students to provide effective feedback during peer review has become a common part of all writing studies courses at UBC.

The quality of that feedback hinges on the student reviewer and the student writer’s understanding of the research genre and discipline in which they are writing, the language features that are most effective for the rhetorical moves they are making, and the metalanguage that communicates these observations in the peer review process. The project assesses students’ use of metalanguage in several courses, and proposes ways in which instructors can better teach it.

Principal Investigators
Katja Thieme
Laila Ferreira

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