Peer Review and Response: Supporting Improved Writing Skills in Environmental Chemistry

Abstract

Students in an upper-division Environmental Chemistry course used peer review and response to reviewer comments to improve their writing skills. The process employed an anonymous and timed in-class Peer Review Format. In addition to editing peer papers, students were tasked to create a Response to Reviewer Comments document, which the authors used to mimic the peer-review process required for scientific publication. The Response to Reviewer Comments document was designed to have students think critically about their writing and defend their choices with respect to peer edits. Results of essay quality and student surveys are presented here. Student writing assignments improved with this process; however, more support is needed to encourage students to critically think about their own writing.

Additional information

Notes on contributors

Dulani Samarasekara

Dulani Samarasekara is a graduate, Department of Chemistry at Mississippi State University in Mississippi State, Mississippi.

Todd Mlsna

Todd Mlsna is a professor, Department of Chemistry at Mississippi State University in Mississippi State, Mississippi.

Deb Mlsna

Deb Mlsna ([email protected]) is an associate professor, Department of Chemistry at Mississippi State University in Mississippi State, Mississippi.