How to Write Meaningful Peer Response Praise
Document Type
Article
Publication Date
2020
Publication Title
Writing Spaces: Readings on Writing, Volume 3
Abstract
Praise is an important element of peer and teacher feedback—it can, to quote Donald Daiker, “lift the hearts, as well as the pens” of student authors—but substantive praise is one of the most challenging modes of feedback to compose (112). How can writing instructors move student responders beyond standard comments such as “Great paper!” or “I liked it” or “Good details”? This chapter is a guide for students in composition classes, and aims to help them understand the importance of giving and receiving detailed, conversational praise; it presents scenarios for conceptualizing how to write praise, provides sample student writing excerpts that invite students to practice writing praise, offers and analyzes examples of different types of student-authored praise comments, and provides an array of approaches to writing praise comments.
Recommended Citation
DePeter, Ron, "How to Write Meaningful Peer Response Praise" (2020). Faculty and Staff Scholarship. 175.
https://digitalcommons.usm.maine.edu/usm-faculty-and-staff-scholarship/175
Comments
Volume 3 of this open text can be accessed here: https://wacclearinghouse.org/books/writingspaces/writingspaces3/
Edited by Dana Driscoll, Mary Stewart and Matthew Vetter
Writing Spaces: Readings on Writing, Volume 3, is a collection of Creative Commons licensed essays for use in the first year writing classroom, all written by writing teachers for students. This volume continues the tradition of previous books in the series with topics such as voice and style in writing, rhetorical appeals, discourse communities, multimodal composing, visual rhetoric, credibility, exigency, working with personal experience in academic writing, globalized writing and rhetoric, constructing scholarly ethos, imitation and style, and rhetorical punctuation.