Peer review advocated by many researchers has figured prominently in process writing classrooms (K. Hyland & Hyland, 2006; Shehadeh, 2011; Yong, 2010). It allows and encourages students to take an active role in managing their own learning. The study reported here was conducted because of a general disengagement with peer review in an existing course, coupled with a lack of research on its impact and ways of raising student awareness relating to organisational features of thesis writing. It examined the impact, in terms of engagement and effect on writing and learning, of modifying existing peer review guidelines to make instructions more explicit and to prompt deeper engagement in the process. Students’ uptake of suggestions in peer feedback and their responses to questions about the effectiveness of the peer review process were analysed. The findings show positive improvements in terms of engagement with the peer review process and in participants’ attitudes to the process. Several implications for teaching, learning and the curriculum also emerged.
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