CARP - Campus Academic Resource Program

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Peer Response Workshops

CARP offers Peer Response Workshops, a type of In-Class Workshop, in which CARP's tutor-facilitators guide students through the peer response process. The workshop begins with an introduction to the purpose and intended outcomes of peer response in order to properly inform and engage the students in the process. Next, the students are provided with CARP’s peer response worksheet, which includes a list of questions to consider while reading through the paper for the first time. Additionally, it includes a list of questions for students to answer as they read the paper more thoroughly a second time. CARP’s peer response questions are completely identification-based rather than judgment-based. Students will not only feel more comfortable responding to each others' papers, but this also ensures that they actively participate in the process, and that they are responding to the writing and not the writer. Following the response segment, CARP’s tutor-facilitators review the responses with the students in small groups, and they help them understand ways to implement the feedback in order to improve their papers.


CARP also offers tailored Peer Response Workshops for Business 300, History 300, and Hospitality and Tourism Management 531. Each of those workshops are tailored to address specific assignments in the course, and the peer response worksheets are tailored to facilitate the most beneficial feedback from the students. If you are interested in a tailored Peer Response Workshop, please provide more detailed information for the course assignment the workshop will be addressing in the section of the inquiry form below titled, "Any Special Considerations."


Northern California Writing Across the Curriculum (WAC) Conference


If you are interested in potentially having a Peer Response Workshop presented in your course, please fill out the inquiry form below.


Peer Response Inquiry Form:







 

Testimonials

"I really have never done a peer review in my own GWAR class that was any better than that one! The class was very vibrant & the students' remarks in groups and in the whole class were so specific. They will never get better writing instruction than they did that day."

-Dr. Mary Soliday, English Professor and Director of WAC/WID


"I saw an enormous amount of improvement in the effective use of evidence and textual support to substantiate the claims made in the student's papers. While the clarity of papers definitely improved, following the structural requirements of the assignment became the norm among the papers, rather than the exception. The fact that CARP staff specifically tailored the peer response questions to the assignment certainly contributed to this change. During the in-class session, I overheard several pairs and groups of students discussing the prepared response questions and arriving at conclusions like, "oh, that's what we're supposed to be doing here." If anything, the list of questions was a highly effective tool for students to better understand the assignment actively for themselves, rather than passively listen to the instructor describe it or handout a simplified information sheet."

-Philosophy 101 instructor


"It was most helpful having the opportunity to ask questions, having another perspective on my writing, and learning other ways to state my main points."

-Sociology 300 student


"It was a comfortable, judgment-free atmosphere, and the presenter was very friendly and helped to get the group talking."

-Philosophy 101 student


"It was most helpful having a set questions and things to look for while reading, having the presenter look over and guide our peer review sessions, and having questions that made me think critically about my peer’s writing."

-Hospitality and Tourism Management 531 student


"The presenter was great. The most helpful part was that she was always positive and supportive, and when it came to making improvements, she never once criticized our work. She created an open and positive environment where we could feel free to express our opinions."

-Hospitality and Tourism Management 531 student


"I received great insight into my writing."

-History 300 student


"The handout with questions was helpful when reviewing my classmate’s paper. It was a good resource to have."

-History 300 student



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