Presenter: Alison Stewart, Gakushuin University, Japan
Peer editing and peer advising can be distinguished by a subtle but important shift in the locus of power in the relationship between writer and reader. With peer editing, the reader is implicitly vested with the authority to comment on the writer’s text and to offer suggestions on how it might be improved. With peer advising, it is the writer who remains in control of the text, directing the reader’s attention to issues where help or support is needed and asking for suggestions. Is this mere semantics or does changing the term result in a real shift in identity and agency? This question is explored in a qualitative study comparing the dialogues and subsequent writing of student EFL writers, firstly in a class where they were asked to be peer editors, and then in a class where they took on the role of peer advisors.