For an edited collection, “Revisiting Peer Review: Critical Reflections on a Pedagogical Practice,” we seek chapter proposals that revisit the practice of peer review. Broadly defined as students responding to each other’s writing, peer review has been a foundational practice since its adoption from the process movement in the 1960s. Though a mainstay of the writing classroom, peer review still poses many unanswered questions for instructors. The aim of this collection is twofold: to examine and reflect on the rationale and the theoretical premises that underlie the practice and to consider the centrality of peer review as a part of collaborative learning in today’s writing classroom. We seek essays that question accepted assumptions, ideas, and practices as a means to re-examine and re-invigorate peer review. Essays might consider theoretical assumptions of peer review; expectations that instructors and students have about peer review; the purpose and goal of a peer review practice; the place of peer review in assessment; the impact of emerging technologies on peer review; or any other critical take that helps to theorize and to reflect on peer review as a practice that demonstrates why it should be a part of the composition classroom and of writing-intensive courses.
UPDATE: Deadline for proposals extened until March 28, 2016.