The Pennsylvania State University) is Assistant Professor and Basic Courses Coordinator in Spanish at West Virginia University in Morgantown.
A New Perspective on Peer-Editing
Article first published online: 31 DEC 2008
© 1997 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 30, Issue 4, pages 513–522, December 1997
How to Cite
Amores, M. J. (1997), A New Perspective on Peer-Editing. Foreign Language Annals, 30: 513–522. doi: 10.1111/j.1944-9720.1997.tb00858.x
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
ABSTRACT This article describes the peer-editing behaviors of eight undergraduate students in a third-year Spanish composition and grammar review course. Data collected over four months through interviews, participant observation, artifact inventories, and questionnaires revealed a strong tendency among informants to define the peer-editing process in social and emotional terms, but did not support some of the previously held views regarding the effectiveness of the process. The author's findings challenge common beliefs about the effects that audience awareness and response may have on students' writing and students' attitude toward writing, and suggest implications for the classroom.