Using peer feedback to stimulate self-regulated strategy development for academic writing

Activity: Talk or presentationOral presentationOther


For a new learning trajectory for academic writing skills as part of the BSc Plant Sciences programme (BPW), we focus on self-regulated strategy development. In addition to the rules and principles of academic writing, we will train students in asking themselves the right questions and selecting fitting, effective strategies while writing. We plan to improve the self-efficacy of students by streamlining instructional materials, explicitly drawing attention to writing strategies in assignments, and by stimulating self-directed learning questions. For the latter, peer-feedback can be a powerful tool and will therefore play a central role in our approach. We are currently in the midst of further developing the learning trajectory as well as reflecting on the first practices and will share our experiences in this presentation.

Period10 Dec 2019
Held atWageningen University