Peer review has a prominent place in process-oriented writing instruction. In this
paper, I share my developing use of peer review in an academic writing course for
Chinese ESL learners. After reviewing the relevant literature, I describe the
context in which I implemented peer review and conducted practitioner research into
its productive use. Next, I present and discuss the training activities and
follow-ups I used to prepare my students for effective peer review. The various
instructional practices have been experimented with and refined in a 3-year action
research effort to best facilitate my students’ acquisition of academic
writing skills and hence enhance the quality of classroom life. In conclusion I
summarize student performance in my most recent writing class and consider several
instructional changes that are likely to help students understand better and thus
benefit more from peer review.
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