Asking students to reflect on their learning experiences during a first-year course may not be a radical idea; however, asking them to pre-flect and then reflect on their experiences is an approach that can help set the scene for an effective learning moment. In our Teaching Tip, we detail an activity used in a first-year English Composition course that encourages students to think and pre-flect first, prior to a peer-review activity, which contributes to a more thorough student learning experience. Taking time for pre-flection and reflection can help students question their own contributions in the classroom community (Bean, 2011) and can guide revisions that happen during peer review. Our tip will share the process and actual instructional material so other writing faculty members can replicate this effective experience in their own classrooms.

For many students, peer review can be muddled or frustrating. They can feel uncomfortable with the process if they do not feel confident with their own writing, and many believe poor past performances disqualify them from offering constructive feedback. Because writing center tutors are trained in sharing feedback in a kind and helpful manner, they are positioned to be excellent models for students inexperienced with or damaged by feedback. Learning how to participate in effective peer review can remove the emotional baggage attached to writing and create a respectful community of writers in the classroom. In this teaching tip, we explain how to embed writing center tutors in writing-intensive courses to improve peer review practices.