Chapter 5. Using Peer Review Stations to Build Confidence and Strengthen Academic Writing Skills
Naoko Kato
Abstract
Many scholars have discussed the important role of peer editing for producing quality papers. Yüce & Aksu Ataç (2019) stated peer editing can be an effective in-class activity that helps improve students’ writing while creating an inviting atmosphere for them to help each other. Although some scholars, such as Wigglesworth and Storch (2012), have mentioned the benefits of facilitating peer collaboration in the classroom, it can be challenging for novice writers who usually do not have confidence in their writing. Their lack of confidence, especially pertaining to grammar issues, might cause them to miss opportunities to offer constructive feedback to their classmates. This chapter provides detailed procedures for implementing reverse outlining as part of a peer conference session to help students provide constructive comments without making their peers feel awkward about receiving feedback. Reverse outlining can be an effective peer activity, allowing peer writers to see their own writing through a set of fresh eyes and expand their papers based on non-threatening peer feedback.
About the Contributors
Naoko Kato teaches various English classes, including writing, at Nanzan University. Drawing from her experience as a writing consultant during her school years, she emphasizes the importance of inquisitiveness to express ideas. She earned a BA in Literature and an MA in TESOL.
Citation
Kato, N. (2026). Writing with confidence: Developing ideas through reverse outlining in peer sessions. In A. E. Dawes & K. Jurns (Eds.), Cultivating confidence in L2 writing: Communicative and peer review practices. Candlin & Mynard. https://doi.org/10.47908/44/5
Many scholars have discussed the important role of peer editing for producing quality papers. Yüce & Aksu Ataç (2019) stated peer editing can be an effective in-class activity that helps improve students’ writing while creating an inviting atmosphere for them to help each other. Although some scholars, such as Wigglesworth and Storch (2012), have mentioned the benefits of facilitating peer collaboration in the classroom, it can be challenging for novice writers who usually do not have confidence in their writing. Their lack of confidence, especially pertaining to grammar issues, might cause them to miss opportunities to offer constructive feedback to their classmates. This chapter provides detailed procedures for implementing reverse outlining as part of a peer conference session to help students provide constructive comments without making their peers feel awkward about receiving feedback. Reverse outlining can be an effective peer activity, allowing peer writers to see their own writing through a set of fresh eyes and expand their papers based on non-threatening peer feedback.
About the Contributors
Naoko Kato teaches various English classes, including writing, at Nanzan University. Drawing from her experience as a writing consultant during her school years, she emphasizes the importance of inquisitiveness to express ideas. She earned a BA in Literature and an MA in TESOL.
Citation
Kato, N. (2026). Writing with confidence: Developing ideas through reverse outlining in peer sessions. In A. E. Dawes & K. Jurns (Eds.), Cultivating confidence in L2 writing: Communicative and peer review practices. Candlin & Mynard. https://doi.org/10.47908/44/5
Information About the Book
|
Title: Cultivating Confidence in L2 Writing: Communicative and Peer Review Practices
Editors: Edited by Ashton E. Dawes and Kathryn Jurns Publication date: May 2026 Read more... |