Improving student writing through multiple peer feedback

This paper describes the design of a study to examine the effects of various types of feedback and revision on student writing quality improvement in a first-year engineering course. We apply the previous work of Cho and MacArthur that showed that multiple peer feedback is superior to single peer and single expert feedback in improving student writing quality. We extend their work to examine the effects of in-class instruction on giving peer feedback, and also examine the effect of giving (rather than receiving) feedback on student revisions. Preliminary findings from this study will be presented at the conference.