Document Type
Book Section
Publication Date
2026
Book Title
Writing Spaces: Readings on Writing
Volume
7
First page number:
142
Last page number:
155
Abstract
Reading is a key part of the peer feedback process, and yet how to read peer drafts often receives less attention than other stages of this process.1 As a result, students may ask, “What am I reading this draft for?” Within this question are student concerns about the rhetorical and pedagogical purposes of reading peer drafts as well as the students’ own credibility and ability to read peer work compared to other presumably more “expert” sources of feedback. The chapter helps students grasp the social and rhetorical purposes of reading for peer workshops. It then presents a set of reading filters and associated activities for applying each filter. Ultimately, this chapter helps students answer their own question not only about why they are reading but also how they can learn to do so effectively in the classroom and beyond.
Controlled Subject
Peer teaching; Writing; Teaching
Disciplines
Educational Methods | English Language and Literature | Language and Literacy Education
File Format
File Size
800 KB
Language
English
Rights
IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Repository Citation
Clinnin, K.,
Huffman, M.,
Keating, B.
(2026).
“What am I reading this draft for?” Using Reading Filters to Enhance Your Peer Feedback.
, 7
142-155.
https://oasis.library.unlv.edu/english_fac_articles/250
Included in
Educational Methods Commons, English Language and Literature Commons, Language and Literacy Education Commons