The Science of Writing: Experimenting with Peer Review at a STEM University

Authors

  • Taylor Joy Mitchell Embry-Riddle Aeronautical University
  • Jessica McKee Embry-Riddle Aeronautical University
  • Eduardo Arino de la Rubia Central European University, Budapest, Hungary

Keywords:

peer review, writing process, STEM

Abstract

Based on perceived student resistance to peer review, we conducted a study to lessen this resistance and demystify the writing process for STEM students. While many composition theorists advocate for peer review in the classroom, its application at a STEM institution remains underexamined. To foster student engagement with peer review, we implemented a variety of strategies, most notably assessment, peer review templates, and cross-class peer reviews. We found these strategies resulted in greater engagement and confidence in the peer review process, as well as a recognition that it's an essential component of writing.

Author Biographies

Taylor Joy Mitchell, Embry-Riddle Aeronautical University

Assistant Professor of Humanities and Communication at Embry-Riddle Aeronautical University, Taylor Joy Mitchell teaches first-year composition, introduction to literature, graphic literature, and honors seminars on American Cold War culture.

Jessica McKee, Embry-Riddle Aeronautical University

Jessica McKee is an Assistant Professor of Humanities and Communication at Embry-Riddle Aeronautical University, where she teaches courses on first-year composition, Music and Culture, Film, and Ethnic Studies. She currently serves as the Writing Center director.

Eduardo Arino de la Rubia, Central European University, Budapest, Hungary

Eduardo Arino de la Rubio, a Visiting Professor in the Department of Economics and Business at Central European University, Budapest, Hungary, is a data scientist for Facebook.
A typewriter divided into red, blue, and yellow, as if through a prism.

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Published

2021-03-22

Issue

Vol. 48 No. 2 (2019): Summer/Fall 2019

Section

Articles

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