Having students read and respond to drafts of each other's writing during class time or on BlackBoard is beneficial to both students and faculty. Students get much-needed feedback during their writing process, and they get practice as critical readers and thinkers during the review process. Faculty lighten their paper loads, as students rely on each other--rather than the instructor--for writing assistance. And, because students prepare a draft, get feedback, and revise their work before turning it in for a grade, faculty can avoid having to read and grade hastily written first drafts.

For more information about how to make peer response groups work in your classroom, see these handouts from an SWS Workshop on peer response.

And here is another perspective on making peer review work, from the UW-Madison Writing Across the Curriculum program: Coaching Students to Revise  & A Collection of Peer Review Scholarship

And consider inviting Writing Consultants into your classroom to assist students in the peer review process.

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