New York College Learning Skills Association

RTDE Issue Contents

Research and Teaching
in Developmental Education

Volume 17, Issue 1, Fall 2000

Developmental Classroom Personality And Response To Peer Review
By Patricia J. McAlexander, University of Georgia

Abstract

The author explores whether, in developmental composition, oral or written peer reviews are more successful in terms of student comfort and the help given by the process. Her conclusion: while oral reviews are generally preferred by intermediate developmental students, the success of peer review depends on the conglomerate personality of the class itself, based on the students writing ability, self-concept, motivation, and level of social interaction.