Peer Response in the Composition Classroom: An Alternative Genealogy

Kory Lawson Ching University of Illinois Urbana-Champaign

Abstract

This article reexamines the historical emergence of peer response as a pedagogical technique in composition classrooms. It first reviews Anne Ruggles Gere's influential account of that history, focusing on how that account was shaped by process pedagogy, collaborative learning theory, and ideologies of classroom authority and student autonomy. Then the author explores an alternative genealogy in which peer response emerges out of classroom practices of recitation and correction. The purpose of this rereading of peer response's history is to reconfigure teacher and student agency and also to suggest how historical analysis can enable or constrain present-day practices.

Journal
Rhetoric Review
Published
2007-06-15
DOI
10.1080/07350190701419863
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Citation Context

Cited by in this index (4)

  1. Research in the Teaching of English
  2. Teaching English in the Two-Year College
  3. Pedagogy
  4. Journal of Business and Technical Communication

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