ERIC Number: EJ1335736
Record Type: Journal
Publication Date: 2022
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0307-5079
EISSN: N/A
Creating Dialogic Spaces: Developing Doctoral Students' Critical Writing Skills through Peer Assessment and Review
Woodhouse, Joan; Wood, Phil
Studies in Higher Education, v47 n3 p643-655 2022
This paper reports on a project in which part-time doctoral researchers were engaged in a process of peer assessment and review, with a view to improving their critical writing skills. Our aim was to support the development of students' critical writing skills by involving them in giving and receiving formative, peer feedback over a sustained period. The intervention was launched with a three-day residential programme during which participants attended workshops on critical writing, took part in peer assessment activities, and set up an editorial board for an online journal. Run entirely by and for doctoral students, the journal continued to flourish for over three years, during which time the participants were continuously engaged in writing, editing, and peer reviewing. We report here on students' perceptions of the impact of their sustained, long-term involvement in the work of the editorial board, including writing and peer reviewing, and we consider the implications of the findings for doctoral programmes.
Descriptors: Doctoral Students, Critical Thinking, Writing Skills, Skill Development, Peer Evaluation, Feedback (Response), Part Time Students, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A