Which practice can a teacher use to facilitate peer review without stifling a student’s voice?

Which practice can a teacher use to facilitate peer review without stifling a student’s voice?

• A. Provide structured prompts, specify goals, emphasize constructive feedback, allow the author to respond, and protect voice
• B. Allow unrestricted feedback with no guidance
• C. Require only negative comments from peers
• D. Have peers rewrite the student’s draft for them

Answer: (A)

The main idea here is how to organize peer review so students get useful feedback without losing their own voice as writers. Providing structured prompts and clear goals helps peers focus on specific aspects of the writing (like argument clarity, evidence, or organization) and guides them to give feedback that is concrete and actionable. Emphasizing constructive feedback teaches peers to suggest improvements in a respectful, helpful way, rather than just criticizing. Allowing the author to respond keeps the communication a dialogue and lets the writer defend choices or explain intentions, which preserves ownership and keeps voice intact. Protecting voice means giving the author the final say in how to revise, so their unique stance, style, and purpose remain visible even after feedback is applied. Without this structure, feedback can be unfocused or overwhelming; requiring only negative comments eliminates the chance to highlight strengths and provide useful suggestions; and having peers rewrite the draft for the student would erase the writer’s own voice and decisions.

The main idea here is how to organize peer review so students get useful feedback without losing their own voice as writers. Providing structured prompts and clear goals helps peers focus on specific aspects of the writing (like argument clarity, evidence, or organization) and guides them to give feedback that is concrete and actionable. Emphasizing constructive feedback teaches peers to suggest improvements in a respectful, helpful way, rather than just criticizing. Allowing the author to respond keeps the communication a dialogue and lets the writer defend choices or explain intentions, which preserves ownership and keeps voice intact. Protecting voice means giving the author the final say in how to revise, so their unique stance, style, and purpose remain visible even after feedback is applied.

Without this structure, feedback can be unfocused or overwhelming; requiring only negative comments eliminates the chance to highlight strengths and provide useful suggestions; and having peers rewrite the draft for the student would erase the writer’s own voice and decisions.