Putting Together Peer Review Groups
Description:The following excerpt, originally intended for Comm-A instructors in the English department, offers some ideas about putting together peer review groups.
There’s little consensus among instructors as to what kind of student combinations make for the best peer workshop groups. Some have had success putting students together who are similar in temperament but diverse in gender, socioeconomic background and/or writing experience. Still others swear that mixing temperaments—two shy people with two outspoken people—provides a better balance. Some put students who seem politically and socially similar together, believing that trust will more quickly develop under those circumstances. Only one thing’s for sure—there’s no fool-proof way, no matter how careful you are, of ensuring that a given group will gel.
Whatever philosophy you develop about placing students in workshop groups, it is a good idea to try to get to know students during the first few class sessions, before you place students into groups. What follows is an example of the kind of questionnaire that many instructors hand out during the first class meeting in order to help them get to know students as quickly as possible.
Workshop Group Questionnaire
Anticipated Major (if known):
1. How would you describe your attitude toward writing? Make sure you comment on what kinds of writing you’ve
actually done during the past year, and why you’ve done it (that is, what your objective was in doing the writing).
2. Are you a better talker or listener?
3. What books, magazines or other material do you like to read? (Please list titles; perhaps the best/most memorable items
you’ve read in the past year.)
4. What would you most like to get out of this course? (Please be honest.)
5. Please list five of your character traits or habits that anyone who wanted to be your friend would have to accept.
6. Please list five character traits or habits in other people that drive you crazy.
7. Do you have any questions you’d like to ask me about this course’s requirements or format?
8. Finally, are there any special circumstances that may affect your work in this course that you would like me to know about? (e.g. working full‑time, commuting from Mt. Horeb, single parent, learning disability, etc.)