This article reviews literature on Critical Language Awareness (CLA) studies in transitional English courses and with other related student populations in order to build an argument for and give implications for using CLA as a curricular approach in the classroom.

This essay aims to explore the widely varying terminology associated with a typical classroom activity, peer review.

While peer review is a common practice in college composition courses, there is little consistency in approach and effectiveness within the field, owing in part to the dearth of empirical research that investigates peer-review processes. This study is designed to shed light on what a peer reviewer actually reads and attends to while providing peer-review feedback.