‘Pity the Readers’ Peer Review as a Strategy for Teaching Writing to Business Students

Authors

  • Tatia Jacobson Jordan University of Texas at Arlington

DOI:

https://doi.org/10.33423/jhetp.v20i2.2841

Keywords:

Higher Education Theory and Practice, peer review, business education, writing & editing, classroom workshops, marketing

Abstract

This article highlights research that argues the importance of teaching writing to college of business students. It shares the history of and best practices for peer review workshops in the classroom. A marketing department assignment is shared, and assessment and survey results are given, showing the impact of the classroom workshop on error correction during the writing process. A grading rubric and sample writing checklists are included in the appendices.

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Published

2020-07-28

How to Cite

Jordan, T. J. (2020). ‘Pity the Readers’ Peer Review as a Strategy for Teaching Writing to Business Students. Journal of Higher Education Theory and Practice, 20(2). https://doi.org/10.33423/jhetp.v20i2.2841

Issue

Section

Articles