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To address resistance, the authors describe an IRB-approved study across three semesters using modeled reviews, rubrics, surveys, and three structured peer-review assignments (face-to-face, online, and cross-class).",{"@graph":14,"@context":76},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-science-of-writing-experimenting-with-peer-review-at-a-stem-university/598178/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-science-of-writing-experimenting-with-peer-review-at-a-stem-university/598178.png","ImageObject",300,407,{"name":42,"@type":43},"Mafia Boss","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68,72],{"name":59,"@type":60,"acceptedAnswer":61},"How do the authors define peer review in the writing classroom?","Question",{"text":62,"@type":63},"Peer review is defined as the process through which academic writing and communication gets done. 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Peer review was embedded in the syllabus using sample essays, rubrics, pre/post survey reflections, and questions on final evaluations.",{"name":73,"@type":60,"acceptedAnswer":74},"What are the three peer review assignment formats described in the study?",{"text":75,"@type":63},"Students completed three peer reviews per writing project: face-to-face peer review in class with hard-copy checklists and templates; online peer review using Canvas’ features and completing directed prompts; and cross-class peer review asynchronously online via OneDrive Word features with typed feedback and directed questions.","https://schema.org",{"og:url":32,"og:type":78,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":80,"canonical":32},"index,follow",{"doc_id":82,"site_id":7},598178,1792188489,{"code":4,"msg":85,"data":86},"success",[87,91,95,99,104,109,114,118,123,126,130],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},"Exam",70,"exam",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},5,"Comic",60,"comic",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},6,"Technology",50,"technology",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},7,"Healthcare",40,"healthcare",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":116,"slug":117},8,30,"research-report",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},9,"Religion & Spirituality",20,"religion-spirituality",{"id":121,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":121,"slug":125},"World Cup","world-cup",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":127,"slug":129},10,"Lifestyle","lifestyle",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":100,"slug":133},19,"General","general",{"code":4,"msg":85,"data":135},{"doc_id":82,"user_id":136,"nickname":42,"user_avatar":137,"doc_module":4,"category_id":115,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":143,"language":144,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":12,"update_tm":148,"read_time":149,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","The Science of Writing: Experimenting with Peer Review at a STEM University  \nTaylor Joy Mitchell and Jessica McKee  \nEmbry-Riddle Aeronautical University  \nEduardo Arino de la Rubio  \nCentral European University  \nTeaching composition at the “world's only fully accredited, aviation-oriented university in the world,” Embry-Riddle Aeronautical University (ERAU), poses all of the usual problems composition faculty encounter: providing feedback on multiple drafts (Sadler), growing classroom sizes (Jaschik), detecting plagiarism (Rivard, Karon), and instructing students how tobe better readers and writers and thinkers all in one semester (Teller, Hesse) . Most composition faculty also face student resistance to peer review, even though peer review has been a central tenet of process-oriented, composition classrooms and long championed by theorists Peter Elbow, Wendy Bishop, Diana George, and Mara Holt, to name a few. Like Steven Corbett et al. in “Peer Pressure, Peer Power: Theory and Practice in Peer Review and Response for the Writing Classroom,” we define peer review as “the process through which academic writing and communication gets done”(1). We, too, recognize the inextricable nature of peer review, writing process, and effective communication; therefore, we treat undergraduate peer review like all other aspects of academic writing, and we ask students to do the same. Yet, because first-year students don’t often view themselves as academics, or realize the importance of the writing  \nprocess, implementing peer review continues to be a challenge in the college classroom, especially at an institution like ERAU where STEM students don’t often foresee how writing or peer review factors into their future careers.  \nSTEM students’ resistance to writing in general and peer review in particular may be under-researched, but anecdotally we (and other professors at STEM institutions, like Theresa MacPhail at Stevens Institute of Technology) have often heard the lament: “We’re all science majors so we don’t really need to know how to write”(emphasis added). And yet, STEM research requires communicating results and conducting peer reviews, a fact that is often lost on first-year college students. Beyond a perceived lack of knowledge, STEM students might be“turned off” by writing due to their mindset (Rupp). As Allison Rupp reminds us in “English Teachers Think Outside the Box to Teach Reading, Writing to STEM Students,” STEM students stereotypically don’t like to think in the abstract; the subjective nature of writing only heightens the problem and enhances the students’ perception that the writing process exists outside of their scientific realm of study. For some students, the writing process is an intellectual, rather than technical pursuit--one without a definitive answer or hypothesis to be proven in one sitting. And since peer review, with the singular goal to improve writing, is only one aspect of the writing process, students’“lingering ambivalence” toward peer review makes sense (Corbett and LaFrance,“Introduction,” par. 13) .  \nAs composition instructors invested in peer review, we needed to somehow “show” its importance to students who tend to only care about passing this General Education required course, which treats writing as secondary to the courses’ original purpose. For instance, in the  \nonly course wholly dedicated to writing, COM 122 (our equivalent to First-Year Composition) assignments focus on argumentation versus paragraphing or writing in modes, and the subsequent course in the writing sequence (HU 140s) includes assignments that focus on textual analysis of humanities artifacts. While these courses remain writing intensive, the writing assignments naturally focus on course content, leaving little room for teaching writing itself. In other words, writing becomes a means for thinking about the material rather than being the material. Because of limited experiences with composition--sometimes students are not req","cbCaibWSUGt1FDbW","https://ap.wps.com/l/cbCaibWSUGt1FDbW","pdf",382620,37,"English","# Background: Peer Review Challenges in STEM Composition\n# Defining Peer Review and Student Resistance\n# Course Context and Writing-as-Secondary Perception\n# IRB-Approved Study Design (Fall 2015-Fall 2016)\n## Participant Overview and Consent\n## Peer Review Integration into the Syllabus\n# Three Peer Review Assignment Types\n## Face-to-Face Peer Review\n## Online Peer Review\n## Cross-Class Peer Review","[{\"question\":\"How do the authors define peer review in the writing classroom?\",\"answer\":\"Peer review is defined as the process through which academic writing and communication gets done. The authors treat it as inseparable from the writing process and effective communication.\"},{\"question\":\"Why do STEM students resist writing and peer review, according to the document?\",\"answer\":\"The document cites a common belief that STEM students “don’t really need to know how to write,” along with a mindset that favors concrete results over abstract thinking. It also notes students’ “lingering ambivalence” because peer review is only one part of the writing process.\"},{\"question\":\"What peer review study design was used to address resistance?\",\"answer\":\"The authors conducted an IRB-approved peer review study over three semesters (Fall 2015 through Fall 2016) with 219 students. Peer review was embedded in the syllabus using sample essays, rubrics, pre/post survey reflections, and questions on final evaluations.\"},{\"question\":\"What are the three peer review assignment formats described in the study?\",\"answer\":\"Students completed three peer reviews per writing project: face-to-face peer review in class with hard-copy checklists and templates; online peer review using Canvas’ features and completing directed prompts; and cross-class peer review asynchronously online via OneDrive Word features with typed feedback and directed questions.\"}]","The Science of Writing - Experimenting with Peer Review at a STEM University | PDF",1792086436,93]