Learning Outcome 4: Be able to critique their own and others’ work by emphasizing global revision early in the writing process and local revision later in the process.

When sitting down to read my peers’ work I like to read aloud. I feel as though it helps me to better catch their mistakes in terms of grammatical errors and sentence structure. Sommers points out that “students understand the revision process as a rewording activity.” I do believe this is true; oftentimes when peer-reviewing I offer advice such as developing a thought more or reading the sentence aloud to help the student reword or restructure.

One thing that I notice different about myself when moving from high school to college is the actual process of giving feedback. Senior year of high school I took honors creative writing, which entailed extensive peer review. I was comfortable giving people feedback because I knew each of them on a personal level to some extent; in college, however, I was a little more hesitant when giving comments in fear that I would hurt others’ feelings from lack of not knowing them beyond the classroom. That is something I had to work around and overcome to give my peers the most constructive comments possible.

In the evidence provided below, I commented on my peers’ first draft of his research paper. I often suggested reading aloud to catch wordy or run-on sentences.