Calidad de la escritura académica: comparación de los efectos de comentarios de pares de escritura y expertos

Abstract

Peer review comments can become a strategy to influence the quality of student writing. This study pro-poses to identify the degree of influence of the review comments of experienced writers and peers in the writing of the final text. The methodology adopted compares the type of comments of expert writers and writing pairs according to the taxonomy of reviews by Faigley and Witte (1981), and the thematic analysis on the type of review comments and reflexive writing. The sample consisted of 50 final texts, two drafts and the writing reflections of 50 students of the Academic Communication course of a Chilean public university. Among the main conclusions, we can point out that both the reception and the elaboration of comments affect the improvement of the writing quality and generate positive attitudes towards writing. In general, the expert students produce more in-depth comments, although less complimentary, and and when the students participate in review activities, they become aware of their own writing process (reference, paragraph structure, addition of information, paraphrasing and synthesis). At the same time, they adopt writing strategies by offering formative comments to their peers.