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BOWMAN  \nUniversity of California, Santa Barbara Santa Barbara City College  \nJOHN ROBERTSON  \nSanta Barbara City College  \nSequenced Peer Revision:  \nCreating Competence and Community  \nMastering techniques of self-and peer revision is a valuable tool for all writers, especially US-educated Generation 1.5 students, whose near fluency enables them to dialogue successfully about their writing. Using action research, 2 academic writing instructors systematically trained students to more responsibly and effectively revise their academic essays. Fostering student buy-in to the editing process, sequencing rubrics over a series of essays, and establishing a productive role for the teacher during peer revision were all features of this process.  \nIntroduction  \nWe teach academic writing at Santa Barbara City College, which in  \n2011-2012 was named one of the Top 10 Community Colleges in  \nthe US. It was also awarded a $3 million federal Title V grant as a Hispanic-serving institution, with Latinos comprising about 80% of our ESL population. Among the challenges in working with these writers is how little they use the college’s support tools, such as tutoring programs and a writing center. It seems that “only the teacher needs to edit and grade my work” is the prevailing perception.  \nIn a collaborative effort, we conducted action research to compare our tasks and results from two upper-level ESL writing courses taught simultaneously in Spring 2012 with particular attention to these US-born immigrant students. We sought to record how effective a sequenced peer-revision system was for US-educated multilingual students, particularly one that exploited their oral fluency during in-class revision tasks. In tracking the results, we paid close attention to students’ growing competence as peer revisers by recording what peers were writing and saying to each other in their review sessions. We also followed how their conferences influenced the subsequent drafts of their papers. Our exploration to put the “P” back in process writing resulted in more purposeful classroom relationships characterized by increased competence and community.  \nAbout Sequenced Peer Revision  \nWhen upper-level writers were first asked to revise each other’s work, confidence issues sometimes arose. These varied from “I’m not qualified” or “I can’t  \n98 • The CATESOL Journal 24.1 • 2012/2013  \nfind anything wrong,” in the early weeks of the course, to overly confident peer reviewers who led their classmates astray, replacing Error A with Error B or substituting correct writing with mistakes. For feedback about their classmates’writing, we noticed that initially our US-educated immigrant students were reticent about writing comments on their peers’ papers because of the perception that a written comment is more formal or final than a conversation. Since US-educated multilingual writers clearly demonstrated a higher comfort level with oral discussions about their peers’ writing, issues of content and organization often took precedence over specific grammar-focused matters because macrolevel comments really lend themselves to group discussions. This is a deliberate teaching strategy for peer revision. For example, after completing a targeted textbook exercise about “what makes a good thesis statement” or “how to write a topic sentence with a statistic,” it was easy to examine an essay with just the thesis or topic sentence in mind. A peer-revision task that asks you to read only the thesis statement in, say, five other essays, is achievable and modelshow writers should examine single parts of their own essay. At the beginning of this process, some students expressed fear and dread connected with the idea of identifying mechanical errors and were relieved when they did not have to correct all the grammar errors in a partner’s essay.  \nInterestingly, our US-educated immigrant students proved very capable in leading small group discussions. So, in the advanced class,","cbCaipnFUg1VP6xa","https://ap.wps.com/l/cbCaipnFUg1VP6xa","pdf",646251,14,"English","# Introduction\n# About Sequenced Peer Revision\n## Confidence challenges in early peer revision\n## Macro- vs micro-level revision\n# How to Sequence Peer Revision\n## Peer Revision Sequence (Table 1)","[{\"question\":\"What is the core goal of sequenced peer revision?\",\"answer\":\"It builds students’ competence and a sense of community by improving how they revise their own and others’ academic essays through structured peer feedback.\"},{\"question\":\"How did the instructors structure peer revision over time?\",\"answer\":\"They sequenced tasks using rubrics across a series of essays, starting with focused macro comments and gradually extending revision scope to multiple aspects.\"},{\"question\":\"Why did the approach emphasize oral discussion during peer revision?\",\"answer\":\"US-educated multilingual writers showed greater comfort with oral discussions, which supported content and organization feedback through group dialogue rather than solely formal written comments.\"}]","Sequenced Peer Revision - Creating Competence and Community | PDF",1792085970,35]