{"id":1359,"date":"2018-04-03T13:06:27","date_gmt":"2018-04-03T19:06:27","guid":{"rendered":"https:\/\/english.unm.edu\/blog\/?p=1359"},"modified":"2018-04-03T13:10:36","modified_gmt":"2018-04-03T19:10:36","slug":"assistant-professor-publishes-article-on-graduate-peer-review","status":"publish","type":"post","link":"https:\/\/english.unm.edu\/blog\/blog\/2018\/04\/03\/assistant-professor-publishes-article-on-graduate-peer-review\/","title":{"rendered":"Assistant Professor Publishes Article on Graduate Peer Review"},"content":{"rendered":"<p>Todd Ruecker, with Kate Mangelsdorf from the University of Texas at El Paso, published, &#8220;Peer Reviews and Graduate Writers: Engagements with Language and Disciplinary Differences While Responding to Writing&#8221; in the\u00a0<a href=\"http:\/\/www.journalrw.org\/index.php\/jrw\"><em>Journal of Response to Writing<\/em><\/a>, which is a Journal that &#8220;publishes papers based on research, theory, and\/or practice that meaningfully contribute to an understanding of how response practices lead to better writing.&#8221;<\/p>\n<p>Here&#8217;s the abstract to Ruecker&#8217;s (and Mangelsdorf&#8217;s) article:<\/p>\n<p>Although peer review as a method of writing response has been examined extensively, only limited research exists on peer review at the graduate level. This study examines graduate students\u2019 peer review interactions in a writing workshop in which first- and second-language students from different disciplines were enrolled.\u00a0 The researchers focused on how students engaged with language and disciplinary differences as they peer reviewed.\u00a0 \u00a0Data were collected from two separate writing workshop classes over two semesters and included videorecordings, observation notes, writing samples, and end of semester surveys.\u00a0 The researchers found that some students could provide only limited assistance when working with peers from different fields.\u00a0 The peer review groups\u2019 effectiveness was strained when there were large gaps in academic levels.\u00a0 However, peer review groups were generally productive when students from different language backgrounds worked together.\u00a0 The peer reviews were effective in raising students\u2019 rhetorical awareness and strengthening their understanding of genre conventions.\u00a0 Students showed an openness to language differences, and in their discussions they helped each other navigate the challenges of graduate school. Implications for using peer review in writing interventions for graduate students are discussed.<\/p>\n<p>Read the full article <a href=\"http:\/\/journalrw.org\/index.php\/jrw\/article\/view\/98\">here<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Todd Ruecker, with Kate Mangelsdorf from the University of Texas at El Paso, published, &#8220;Peer Reviews and Graduate Writers: Engagements with Language and Disciplinary Differences While Responding to Writing&#8221; in the\u00a0Journal of Response to Writing, which is a Journal that &#8220;publishes papers based on research, theory, and\/or practice that meaningfully contribute to an understanding of [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":1363,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2,11],"tags":[],"class_list":["post-1359","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-announcements","category-publications"],"_links":{"self":[{"href":"https:\/\/english.unm.edu\/blog\/wp-json\/wp\/v2\/posts\/1359","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/english.unm.edu\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/english.unm.edu\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/english.unm.edu\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/english.unm.edu\/blog\/wp-json\/wp\/v2\/comments?post=1359"}],"version-history":[{"count":3,"href":"https:\/\/english.unm.edu\/blog\/wp-json\/wp\/v2\/posts\/1359\/revisions"}],"predecessor-version":[{"id":1365,"href":"https:\/\/english.unm.edu\/blog\/wp-json\/wp\/v2\/posts\/1359\/revisions\/1365"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/english.unm.edu\/blog\/wp-json\/wp\/v2\/media\/1363"}],"wp:attachment":[{"href":"https:\/\/english.unm.edu\/blog\/wp-json\/wp\/v2\/media?parent=1359"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/english.unm.edu\/blog\/wp-json\/wp\/v2\/categories?post=1359"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/english.unm.edu\/blog\/wp-json\/wp\/v2\/tags?post=1359"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}