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dc.contributor.authorArmistead, Christina Lea
dc.date.accessioned2014-03-04T21:00:40Z
dc.date.available2014-03-04T21:00:40Z
dc.date.issued2013-05
dc.identifier.otherarmistead_christina_l_201305_ma
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/armistead_christina_l_201305_ma
dc.identifier.urihttp://hdl.handle.net/10724/28649
dc.description.abstractThis close analysis of positive peer responses as written by forty students in first-year composition seeks to explore how students understand commenting as rhetoric. The study integrates a discussion of the dynamics among praise, critical feedback, and authorship within the context of an increasing shift from in-person oral to asynchronous online peer review. Using data produced by her own students, the author examines why and how positive feedback features importantly in the student commenting genre. Through an analysis of comments composed in 117 online peer review documents, this study reveals an important connection between student praise and critical feedback as well as suggests a need for composition instructors to teach online peer review as both writing and rhetoric.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectPeer Review
dc.subjectVirtual Peer Review
dc.subjectFeedback
dc.subjectWriting Response
dc.subjectPraise
dc.subjectPositive Feedback
dc.subjectFirst-Year Composition
dc.subjectRhetorical Comments
dc.titlePositive feedback in peer review
dc.title.alternativea rhetorical analysis of student comments
dc.typeThesis
dc.description.degreeMA
dc.description.departmentEnglish
dc.description.majorEnglish
dc.description.advisorChristy Desmet
dc.description.committeeChristy Desmet
dc.description.committeeMichael Moran
dc.description.committeeMichelle Ballif


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