In this project, I investigated student perceptions of dynamic written corrective feedback (DWCF), a specific method of providing accuracy feedback, in developmental writing classes for multilingual students. Via a quasi-experimental design using treatment and control sections of a developmental writing program’s three levels, I collected and contrasted survey data from a total of 145 students. I then interviewed three students (one international and two generation 1.5) representing a range of perceptions of DWCF. Participants generally appreciated and valued DWCF, especially as a complement to a grammar textbook, and students of classes that used DWCF reported higher scores on most survey items, such as quality of grammar feedback and general class instruction. I also present students’ pedagogical suggestions for better integration of DWCF in writing classes.

Peer Pressure, Peer Power: Theory and Practice in Peer Review and Response for the Writing Classroom ($38.00 in paperback; 296 pages) compiles research and theory articles from a wide assortment of scholars interested in peer review, an area of research that, according to the editors, is woefully underdeveloped, despite being “a ubiquitous feature of the composition classroom” (Lawson Ching, p. 15). As such, this book provides valuable insights into theories and research-based pedagogical suggestions to increase the effectiveness of peer review in various contexts. With the aim of keeping this review concise, I will not address each article featured in this book, and will cite individual articles only by author name with the page number for direct quotes. This in no way is intended to act as a slight toward those chapters that aren’t included; each chapter contributes to the larger discourse in meaningful ways and warrants attention.