Peer Review and Social Annotation: Student Rhetorical Strategies Informing Peer Review and Explicit Instruction to Improve Writing, Linguistic Consciousness, and Diversity
| Role | Name as printed | Affiliation as printed | Paper |
|---|---|---|---|
| Speaker(s) | Jaclyn Chicalese | University of Nebraska → University of Nebraska System | Getting Creative: Rethinking Peer Review in the Composition Classroom |
| Speaker(s) | Michelle Sprouse | Bowling Green State University → Bowling Green State University | The Flow of Rhetorical Strategies from Reading to Writing through Social Annotation: A Mixed-Method Study |
Presentations in this panel
- Getting Creative: Rethinking Peer Review in the Composition Classroom
- The Flow of Rhetorical Strategies from Reading to Writing through Social Annotation: A Mixed-Method Study
Source
NCTE's program. Names link to a person page only for people listed at two or more conventions.
Cite as: Conference on College Composition and Communication. “Peer Review and Social Annotation: Student Rhetorical Strategies Informing Peer Review and Explicit Instruction to Improve Writing, Linguistic Consciousness, and Diversity.” 2024 Convention Program, Spokane, session F.30. Via CCCC Program Reader, November 3, 2026.