Developing Stronger Peer-to-Peer Feedback in the Undergraduate Creative Writing Workshop
AbstractThis analysis of peer-to-peer feedback explores the types of feedback most prominently seen in the 200-level introductory course, the 300-level intermediate courses, and the 400-level advanced course in creative writing at Grand Valley State University. The undergraduate creative writing students who completed this study observed writing workshops, interviewed writing faculty, surveyed writing students, and analyzed over three hundred peer-to-peer feedback letters. The results of the study showed that undergraduate writing students often supplied reaction-based comments that were negative and vague, but rarely gave specific and positive advice that was technique-based. This study suggests that undergraduate writers would benefit from pedagogies developing more balanced peer-to-peer feedback in the creative writing workshop.
How to Cite
Oosta, A., & Hoatlin, R.-L. (2015). Developing Stronger Peer-to-Peer Feedback in the Undergraduate Creative Writing Workshop. Young Scholars in Writing, 9, 64-76. Retrieved from https://youngscholarsinwriting.org/index.php/ysiw/article/view/129