TITLE

Liberating Dialogue in Peer Review: Applying Liz Lerman's Critical Response Process to the Writing Classroom

AUTHOR(S)
Hauptle, Carroll
PUB. DATE
March 2006
SOURCE
Issues in Writing;Spring/Summer2006, Vol. 16 Issue 2, p162
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The article examines the impact of Liz Lerman's Critical Response Process in peer review. The National Conference of Teachers of English (NCTE) defines peer review as the primary source of learning and agrees to the idea that students must be encouraged to assess other's writing. Lerman's Critical Response Process has four stages including "Statements of Meaning" that deals with the facilitator asking about the group about the work, the "Artist's Questions" that allows the artist to ask responders about the piece, the "Neutral Questions" that makes the responders to throw questions to the artist, and the final step is "Permissioned Opinions" wherein responders are allows to express their opinions to the artist through a protocol.
ACCESSION #
34071953

 

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