Peer Response SQR

Javier Lopez
ENG 1320/1301. 158
Trang Phan
9/10/10




S.

Revising a paper has always been a struggle that most students go through, either their feedback is useless or not enough. Teachers needed a way to help their students improve their peer response skills, so they started using the PQP, Praise- Question- Polish, technique. The PQP technique not only helped students improve in peer response but also helped them in making positive comments. The way the PQP technique works is, you need 2 to5 people to a group, each person reads a draft, and then responds in the PQP form. First they must give a positive comment about the draft, then ask the writer to elaborate on something they didn’t explain much on, and then pick a certain error and specify what they need to improve. The feedback you give another peer should always be specific, otherwise its just vague. An example of a bad comment is a short answered sentence that suggests that you revise a whole page of your paper. When the PQP technique was tested on students it was not as successful as they wanted it to be. They developed Generating Specific Response for those that didn’t do as well. This technique included total class activity, small-group activity, individual work, follow-up and drill. With this technique the specific comments rose to about 14% , vague comments dropped 5% and general comments dropped 9%. Due to the feedback of the percentages they continued using this strategy and the numbers continued to increase.



Q.

Why “peer response”? What can peers’ comments do for one’s comments?



R.



The reason for “peer response” is so the people revising your paper can see if they have the same mistakes and to see what important facts they didn’t mention in their papers. I actually like peer editing because it helps me find key elements in my classmates papers that will help me better my own. Peers’ comments help by seeing others point of views and using their words to make your paper have a better flow and vibe to it.