Exploring Peer Editing Experiences in the College Composition Classroom

Many freshman students enter the composition classroom underprepared for the writing they will be asked to produce in college coursework. Lack of writing skills is of great importance, as many courses across academic areas rely profoundly on writing to evaluate students. The purpose of this study was to examine the basic, struggling, and capable writers’ experiences with peer editing in the college composition classroom. The study sought to describe peer editing produced via screencast and traditional face to face peer editing to determine if one method of peer editing was more beneficial to students’ growth as writers. Qualitative research methods were employed to examine the following research questions. Results revealed that while each method was perceived as beneficial by students, a combination of methods would result in higher quality peer feedback. beneficial by students, a combination of methods would result in higher quality peer feedback