Reflection on PEER Review

So, in class, we had a peer review session. Most of my paper is a jumbled mess of unorganized and unfinished ideas and I was a little apprehensive about having someone edit my paper. That being said, I did hope that the people editing my paper would provide some guidance as to the arrangement and the format. The people doing the actual peer editing looked only at sentence structure, grammar and citations. While this is helpful in the revision process, I am not interested in doing a grammatical revision of my paper until I am closer to the finale. What I need to focus on now is the overall arrangement of my paper and getting everything on the page that needs to be there. I think the problem lies in the concept of peer review. Most people are unwilling to edit for anything more than grammar because they are afraid of upsetting their peers with suggestions of overall changes. I recognize the changes that I have to make to my paper and realize that most of the arrangement problems will not go away until I reach my limit of information dumping.

Resources

For "literary canon" and "high school"

Secondary English Students' Engagement in Reading and Writing about a Multicultural Novel

Thomas W. Bean, Paul Cantu' Valerio, Helen Money Senior, Fern White

The Journal of Educational Research

Vol. 93, No. 1 (Sep. - Oct., 1999), pp. 32-37

Published by: Taylor & Francis, Ltd.

Stable URL: http://www.jstor.org/stable/27542244

An Idea and Ideal of a Literary Canon

Charles Altieri

Critical Inquiry , Vol. 10, No. 1, Canons (Sep., 1983), pp. 37-60

Published by: The University of Chicago Press

Article Stable URL: http://www.jstor.org.proxy.libraries.uc.edu/stable/1343405

Canonicity

Wendell V. Harris

PMLA , Vol. 106, No. 1 (Jan., 1991), pp. 110-121

Published by: Modern Language Association

Article Stable URL: http://www.jstor.org.proxy.libraries.uc.edu/stable/462827

Attentive Reading in the Age of Canon Clamor

Jonathan Howland

The English Journal , Vol. 84, No. 3 (Mar., 1995), pp. 35-38

Published by: National Council of Teachers of English

Article Stable URL: http://www.jstor.org.proxy.libraries.uc.edu/stable/820070

Considering Popular Fiction and Library Practices of Recommendation: The Literary Status of “The Clique” and Its Historical Progenitors

Amy Pattee

The Library Quarterly , Vol. 78, No. 1 (January 2008), pp. 71-98

Published by: The University of Chicago Press

Article DOI: 10.1086/523910

Article Stable URL: http://www.jstor.org.proxy.libraries.uc.edu/stable/10.1086/523910

For "Reluctant readers" and "canon"

Bold Books for Teenagers: The Best Young Adult Novels of All Time, or "The Chocolate War" One More Time

Don Gallo, Ted Hipple and Jennifer L. Claiborne

The English Journal , Vol. 94, No. 3 (Jan., 2005), pp. 99-102

Published by: National Council of Teachers of English

Article Stable URL: http://www.jstor.org.proxy.libraries.uc.edu/stable/30046432

Resistance, Struggle, and the Adolescent Reader

Kimberly Lenters

Journal of Adolescent & Adult Literacy , Vol. 50, No. 2 (Oct., 2006), pp. 136-146

Published by: International Reading Association

Article Stable URL: http://www.jstor.org.proxy.libraries.uc.edu/stable/40012325

Young Adult Literature: English Teachers Are from Mars, Students Are from Venus (But YA Books Can Help Interplanetary Understanding)

Chris Crowe

The English Journal , Vol. 88, No. 4 (Mar., 1999), pp. 120-122

Published by: National Council of Teachers of English

Article Stable URL: http://www.jstor.org.proxy.libraries.uc.edu/stable/822443

Methods to Motivate the Reluctant Reader

Ronald G. Noland and Lynda H. Craft

Journal of Reading , Vol. 19, No. 5 (Feb., 1976), pp. 387-391 accrue

Published by: International Reading Association

Article Stable URL: http://www.jstor.org.proxy.libraries.uc.edu/stable/40032774