This document provides 5 tips for being an effective peer reviewer when reviewing other students' papers:
1. Have one person focus on editing for "big issues" like structure and topic, and another focus on proofreading small details.
2. Offer specific feedback and don't just say "good job" - point out unclear parts or errors.
3. Note potential issues but recognize it's up to the writer to evaluate suggested changes.
4. Play to your strengths by reviewing areas you understand well, like certain grammar rules.
5. Don't worry about others judging your own work, as they are focused on their own papers.
1. Writing Tutors HATE Her!
5 Tips for Being an Effective Peer Reviewer
(You’ll never believe #5!!! It will SHOCK you!!!)
2. Tip #1: Break it up.
• In publishing, the EDITOR and the
PROOFREADER are two different people with
different jobs. Why should school be any
different?
• That means TWO PEOPLE should look at your
paper: One for editing, one for proofreading.
3. Editing vs. Proofreading
Editing: “Big” issues
– Does it follow the assignment?
– Is it structured correctly?
– Is the information on-topic?
– Does it have all the parts it needs?
Proofreading: Nitpicking and small things
– Is the grammar correct?
– Are there typos or spelling errors?
– Does it use any “academic no-nos”?
4. Effective Editing
• Keep a checklist of what a good
paragraph/essay needs next to you and tick
off the items as you read them (topic
sentence, linking sentence, etc.).
• Ask yourself, “If I didn’t know the assignment,
would this still make sense?”
• Ask yourself, “Is this on topic?”
5. Effective Proofreading
• Read it backwards (last sentence first, second
to last sentence next, etc.).
• Don’t correct the error, just write the name of
it above where it occurs. For example, don’t
FIX a comma splice, write “Comma splice”
over the sentence. Or, if you’re doing it online,
say something like “Line 4 has a comma
splice.”
6. Tip #2: Say Something…Anything!
• Most peer review guides tell you to be civil, be
nice, etc. I’ve been teaching for a long time
and I’ve never seen that be a problem.
• The problem is that students are TOO “nice.”
They are afraid to offer any feedback. That
doesn’t help, though.
• Offering help isn’t being “mean.”
7. Which would you rather get?
• Good job. I couldn’t
find anything.
• Your topic sentence
has a good direction
but I don’t
understand your
position? I couldn’t
find your linking
sentence—maybe
make it more clear.
8. Tip #3: You’re not the boss of them.
• Students are afraid that they are going to give
a classmate information that is “wrong.”
• You might. That’s fine. It’s THEIR job to
evaluate their feedback and decide if it’s
correct or not.
• Peer review is a STARTING POINT. It’s not an
ending.
9. Watch your language.
• If you’re uncomfortable peer reviewing because
you doubt your own skills, try using language like
this:
– “I think this comma may be in the wrong spot—try
looking it up.”
– “I only couldn’t find your concluding sentence. Do you
have one? If so, you might check on making it more
clear.”
It’s the writer’s job to check these things out. It’s the
reviewer’s job to give them something to think about.
10. Tip #4: Play to your strengths.
• If you know you’ve got something down,
volunteer to look at others’ papers specifically
for that skill!
• For example, if you know you understand run-
ons or topic sentences, let your classmates
know you’re willing to look for those if they
struggle with them.
11. Tip #5: Nobody cares.
• Students are often self-conscious of sharing their papers. They
shouldn’t be. I’ll let my pal the 32nd First Lady of the United
States explain why:
• Basically,
everyone is so
worried about
their own papers
they don’t have
time to be
judgey about
yours.
• (If they are, they’re petty and
need to re-evaluate their values.
Not your problem.)
12. To sum up:
• Break up editing and proofreading.
• Actually SAY something.
• Check on thing you aren’t sure of, but don’t
worry about saying the “wrong” thing—it’s
their job to evaluate.
• Let people know what you’re good at, and find
people who are good at your faults.
• Don’t worry about others making fun of your
mistakes. They’re making mistakes, too.
