Student Evaluation and an Introduction to Academic Discourse: “I didn’t like it, and I don’t know how to improve it, because it works”

Teaching English in the Two-Year College Mar 2006

Student Evaluation and an Introduction to Academic Discourse: “I didn’t like it, and I don’t know how to improve it, because it works”

Michael Kuhne ; Gill Creel

Abstract

Drawing from the theories of Paulo Freire, Patricia Bizzell, and Ira Shor, this article describes a five-year ongoing classroom research project that examines the use of peer evaluation as a process for teaching academic discourse. The findings of the project suggest a critical and democratic pedagogical antidote to the national “standards” movement.

Journal: Teaching English in the Two-Year College
Published: 2006-03-01
DOI: 10.58680/tetyc20065117
Open Access: Closed
Topics: multilingual writers

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