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Conference Proceeding




This mixed methods study investigated the use of peer editing to improve writing among graduate students with a high percentage of non-native speakers of English. Following a modified version of the Van den Berg et al. (2006) Optimal Model of peer critique of university coursework, statistically significant gains were realized between the initial draft and final proposal for each of the measured items: support, audience focus, writing conventions, and organization. During the qualitative phase, students were observed to identify how peer editors engaged in discovery mode (Lockhart & Ng, 1995) interactions. The modified model and pedagogical practice proved effective for the diverse student population.

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