Throughout high school, I only had one activity where we looked for grammatical errors in a peer’s paper; otherwise, I had no prior experience. With the guided peer review, I looked for grammatical trends, but I also commented on the format and structure of the paper such as the conflict and vivid language. I previously may have commented on vivid language that was already written. The guided peer review pushed me towards also commenting on areas where the writer could develop more. Additionally, the guided peer review focused on the text to self connections. I probably would not have initiated comments about their reflections as much. I definitely offered more constructive feedback where the writer could further develop using the guided peer review. After reading the comments my peers left on my paper, I think the feedback will help me develop my final draft. Both of my partners commented that I could develop more with my outside source analysis, and my personal narrative overpowered my analysis. I also noticed that when doing the marker activity at the beginning of class. In addition, my peers reinforced the things I did well in my paper. For example, they both stated my descriptive imagery in the first paragraph was engaging. I found the guided peer review much more effective than our unguided first peer review.
