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Revising voice and identity through internet-mediated, intercultural peer review

Abstract : This paper examines student-authored texts written before and after a guided peer review process involving U.S. and French students working in English. Students worked on a common set of business-writing assignments, exchanged collaboratively written drafts via email, reviewed overseas partners' drafts and communicated about their reviews via Skype. Texts were analyzed for organizational and sentence-level effectiveness in order to determine whether or how students had increased their awareness of "voice" and its importance to rhetorical context as a result of these intercultural exchanges. Reflective surveys of students revealed changes in attitudinal factors such as confidence and sense of self as writer. Additional, contextualizing sources of information included final course portfolios (for U.S. students) and reflective emails and in-person dialogues (with French students). This research suggests that the intercultural peer review is a strong tool for helping students to develop identities as writers and to learn how to construct appropriate voice.
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Submitted on : Wednesday, June 25, 2014 - 3:45:19 PM
Last modification on : Wednesday, December 8, 2021 - 11:40:02 AM
Long-term archiving on: : Thursday, September 25, 2014 - 11:26:06 AM


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  • HAL Id : hal-01013711, version 1



Margaret Willard-Traub, Dacia Dressen-Hammouda. Revising voice and identity through internet-mediated, intercultural peer review. 2014. ⟨hal-01013711⟩



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