A Research on Peer Review in the Teaching of Continuation Writing

Yuting Li

doi:10.63313/ESW.9164

Authors

Yuting Li School of Foreign Language, China West Normal University, Nan Chong, 637000, China Author

DOI:

https://doi.org/10.63313/ESW.9164

Keywords:

Peer Review, Continuation Writing, Feedback, Critical Thinking

Abstract

This paper explores the role of peer review in continuation writing, emphasizing its impact on improving writing skills, critical thinking, and student collaboration. Peer review encourages students to reflect on their own and others' work, which enhances narrative coherence, language use, and overall writing quality. The paper reviews literature on peer feedback, highlighting its ability to foster self-reflection, motivation, and writing refinement. Despite its benefits, challenges such as variability in feedback quality, student resistance, and time constraints can undermine its effectiveness. To address these issues, this paper proposes several strategies: providing clear feedback guidelines, offering peer review training, scaffolding the process for increasing confidence, and creating a supportive classroom environment. These approaches aim to ensure that peer review becomes a productive and engaging tool for students. The findings suggest that, when implemented effectively, peer review not only enhances writing quality but also strengthens critical thinking and revision skills.

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