Abstract
Current scholarship in writing pedagogy and peer review focuses on how and what to write and say. What is often left unaddressed in these discussions are how we listen and how we teach our students to listen, making listening an often overlooked and understudied piece of the peer review and writing response process. Yet, the quality of the feedback we receive and offer is directly tied to how well we listen to what is said and written. To this fill this gap, this teaching article offers two activities, Lighting Talks and 2x2x2 Storytelling, that promote students’ listening skills so that writing instructors might close the response feedback loop by teaching students how to listen and in turn, teach students how to engage more fully in peer review.
- Journal
- Journal of Response to Writing
- Published
- 2024-12-03
- CompPile
- Open Access
- OA PDF Gold
- Topics
- Export
- BibTeX RIS
Citation Context
Citation data not yet available for this article.
Citation data is not available for Journal of Response to Writing. This journal's publisher does not deposit reference lists with CrossRef.
Related Articles
-
Computers and Composition Jun 2026“Article laundry” or “tutor in pocket?”: Multilingual writers’ generative AI-assisted writing in professional settings ↗Qianqian Zhang-Wu
-
Journal of Response to Writing Apr 2026Mehrzad, Mohaddeseh; Rahimi, Mohammad; Link, Stephanie
-
Journal of Response to Writing Apr 2026More Than Treating Errors: Bridging the Gaps and Expanding the Agenda for Scholarship on Teacher Written Feedback for L2 Writers ↗Goldstein, Lynn; Kohls, Robert
-
Journal of Response to Writing Apr 2026Testa, Andrew
-
Argumentation Mar 2026Between Rationality and Self-protection: Student-Constructed Arguments on Fast Food Consumption and Antibiotic Overuse as Public Health Issues in Biology Education ↗Eliza Rybska; Michał Klichowski; Costas P. Constantinou; Barbara Jankowiak