This dissertation reconceptualizes print-based and virtual peer feedback (peer review, peer editing, and peer response) within composition classrooms as hermeneutic or interpretive acts. Grounding peer feedback within philosophical hermeneutics explains why empirical research and anecdotal evidence illustrate contradictions regarding peer feedbacks benefits to students. Students' interpretations of what is happening/supposed to happen within peer feedback contexts impacts their performances in these contexts, and these interpretations occur through complex interplays of rhetorical, cultural, linguistic, and contextual interpretive fields. Enacting a hermeneutic pedagogy, which consists of engaging students in a series of scaffolded preparatory and reflective activities, collaborating with students in determining and adapting peer feedback protocol, and tailoring peer feedback protocol and mode to the classroom context, better accounts for the complex frames of reference students use to interpret and participate in peer feedback and allows students greater agency in enacting it. The dissertation culminates with practical guides for adopting and adapting a hermeneutic peer feedback pedagogy in both mainstream and second-language writing courses conducted in face-to-face and virtual classroom settings.'
Level of Degree
First Committee Member (Chair)
Second Committee Member
Third Committee Member
Chamcharatsri, Pisarn Bee
peer feedback, peer review, philosophical hermeneutics, virtual peer review, hermeneutic pedagogy
Huffman, Mellisa. "Getting on the Same Page: The Hermeneutics of Peer Feedback in Composition Classrooms." (2015). http://digitalrepository.unm.edu/engl_etds/3