This paper looks at some of the potential benefits peer review offers and some of the difficulties. It examines my attempts to develop and trial a teaching approach activating the advantages and mitigating the potential difficulties involved in peer review. It also considers how to address culturally specific challenges possibly inhibiting successful peer review for Japanese students. The approach is described in a cycle of four demarcated steps: (a) the reviewer commenting on observable facts, (b) the reviewer adding appropriate advice, (c) the reviewer adding praise and/or evaluation and (d) the reviewee reevaluating the essay in light of the feedback and analyzing options. Classroom observations and feedback from students in tutorials suggest this approach and the system of steps seem to facilitate smoother and more effective peer review and assist in developing writing revision skills. This could be due to the construction of a shared understanding for the peer review process by using the four-step framework.
Guy Smith (Sun,) studied this question.