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A Comparison Of Anonymous E-Peer Review Versus Identifiable E-Peer Review On College Student Writing Performance And Learning Satisfaction, Ruiling Lu

Theses and Dissertations in Urban Services - Urban Education

The purpose of this study was to compare the effects of anonymous e-peer review with identifiable e-peer review on student writing performance and learning satisfaction. It also investigated whether anonymous e-peer review facilitated a greater amount of critical peer feedback.

Quasi-experimental design was used to test group differences on the dependent variables. Participants were 48 freshmen enrolled in two English Composition classes at Old Dominion University in the fall semester of 2003. The two intact classes taught by the same instructor were randomly assigned to the anonymous e-peer review group and the identifiable e-peer review group.

The results showed that …

Working For The Clampdown? Being Crafty At Managed Universities, Joe Essid

English Faculty Publications

Last fall I found myself not only our school’s Writing Center Director but also its Writing Program Administrator. At the same time, a reminder of my wastrel youth appeared: the twenty-fifth anniversary edition of the Clash’s London Calling.

The two events are connected. On the one hand, it is delightful to hear people again discuss the anthems of the punk-rock era. More than at any time since the 1970s, we need a little more defiance against authority, including the transformation of everything into a saleable commodity. On the other hand, the very way in which London Calling appeared, slickly packaged …