This evidence-based, procedural paper outlines academic writing peer review practices conducted by Pre-Master’s Pathway and pre-undergraduate Foundation programme students at two Irish universities. The theoretical framework section presents the view that formative teacher feedback on student writing alone is insufficient, suggesting sustainable feedback through transmission of knowledge via student-generated feedback. We outline the peer review process, providing learners’ reactions focusing on what went well and what can be improved. This provides an outline of possible processes for others to use in their context, with a discussion of relevant considerations. Issues discussed include how to enhance the quality of peer feedback and maximize its impact on student learning. The ultimate aim of the practices is to improve the experience of the learners, and better facilitate their readiness for forthcoming modules in Irish universities. Overall peer review practices develop emerging academic writers, and should be considered in foundational, pre-sessional and beginning stages of learning in undergraduate, and those returning to Masters programmes. Peer review practices require active involvement and collaboration, and can improve self-regulation capabilities of emerging academic writers. The practices effectively encourage the transmission of socially constructed knowledge regarding their capabilities, and ultimately lead to improved self-efficacy and general writing abilities of learners.

中文翻译：

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“我们互相学习”：学术英语同行评审写作实践

这篇基于证据的程序性论文概述了由两所爱尔兰大学的硕士预科课程和本科预科课程学生进行的学术写作同行评审实践。理论框架部分提出的观点是，仅对学生写作的形成性教师反馈是不够的，建议通过学生生成的反馈传递知识来实现​​可持续的反馈。我们概述了同行评审过程，提供学习者的反应，重点是哪些方面做得好，哪些方面可以改进。这为其他人在其上下文中使用的可能过程提供了概述，并讨论了相关考虑因素。讨论的问题包括如何提高同伴反馈的质量并最大限度地提高其对学生学习的影响。实践的最终目的是改善学习者的体验，更好地促进他们为即将进入爱尔兰大学的模块做好准备。整体同行评审实践培养新兴学术作家，应在本科学习的基础、学期前和开始阶段以及重返硕士课程的学生中考虑。同行评审实践需要积极参与和协作，可以提高新兴学术作家的自律能力。这些实践有效地鼓励了关于他们的能力的社会建构知识的传播，并最终提高了学习者的自我效能和一般写作能力。整体同行评审实践培养新兴学术作家，应在本科学习的基础、学期前和开始阶段以及重返硕士课程的学生中考虑。同行评审实践需要积极参与和协作，可以提高新兴学术作家的自律能力。这些实践有效地鼓励了关于他们的能力的社会建构知识的传播，并最终提高了学习者的自我效能和一般写作能力。整体同行评审实践培养新兴学术作家，应在本科学习的基础、学期前和开始阶段以及重返硕士课程的学生中考虑。同行评审实践需要积极参与和协作，可以提高新兴学术作家的自律能力。这些实践有效地鼓励了关于他们的能力的社会建构知识的传播，并最终提高了学习者的自我效能和一般写作能力。并且可以提高新兴学术作家的自我调节能力。这些实践有效地鼓励了关于他们的能力的社会建构知识的传播，并最终提高了学习者的自我效能和一般写作能力。并且可以提高新兴学术作家的自我调节能力。这些实践有效地鼓励了关于他们的能力的社会建构知识的传播，并最终提高了学习者的自我效能和一般写作能力。