Peer review in a creative writing course: focus and reviewers’ positioning
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Keywords
Peer Review, Creative Writing, Task Based Approach, Positioning
Abstract
This article reports the results of a descriptive- interpretive case study in a Creative Writing course, from a Foreign Language Teacher Education program. The main objective was to describe the reviews made by students and establish, on the one hand, the aspects of the text they focused on, and on the other, how students position themselves in their role as reviewers. A corpus of 46 reviews written by 25 students during the first semester of 2020 was collected, and subjected to thematic analysis. The results suggest that, in this case, the reviews transcended the traditional focus of linguistic correction and focused on global and stylistic aspects of the text such as character construction and audience construction.
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Revista Boletín Redipe by Red Iberoamericana de Pedagogía is licensed under a Creative Commons Attribution 4.0 International License.