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This project investigates best practices for facilitating peer feedback of creative works in a large online writing classroom, using the unit WRIT309/509 Writing Creative Non-fiction. It builds on findings from the 2019 study of this unit, “Fostering peer feedback in a large online creative non-fiction class at a regional university.” Research shows that giving formative feedback on peer’s drafts provokes revision and reflection. However, managing peer feedback processes is complicated in online learning environments with large student cohorts. Further complications arise when students must provide feedback on student’s life narratives and personal writing. This project seeks to use a short anonymous survey to ascertain online students’ experiences when engaging with peer feedback in the unit. |
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