Peer review has become a staple in the composition classroom because of its ability to help students to see writing in a social context. While students use social writing on a daily basis on social networking sites (SNS), these communicative tools have yet to be accepted as valuable pedagogical tools in composition classrooms. This case study investigates how students use Edmodo, an education-specific SNS, to perform a semi-anonymous peer review activity with students from another class. Due to the lack of research in composition studies related to SNS use as a peer review tool, this study expands the conversations of computer-mediated communication tools for peer review to include SNS. By incorporating SNS into the composition classroom, instructors are able to help students become more conscious of the writing that they do over these networks, helping students to make the connection between the writing they do inside and outside of the classroom.
","abstract_html":"<p>Peer review has become a staple in the composition classroom because of its ability to help students to see writing in a social context. While students use social writing on a daily basis on social networking sites (SNS), these communicative tools have yet to be accepted as valuable pedagogical tools in composition classrooms. This case study investigates how students use Edmodo, an education-specific SNS, to perform a semi-anonymous peer review activity with students from another class. Due to the lack of research in composition studies related to SNS use as a peer review tool, this study expands the conversations of computer-mediated communication tools for peer review to include SNS. By incorporating SNS into the composition classroom, instructors are able to help students become more conscious of the writing that they do over these networks, helping students to make the connection between the writing they do inside and outside of the classroom.</p>","abstract_has_math":false,"creators":["Gardner, Mark"],"institution":null,"degree_name":"Master of Arts in Professional Writing (MAPW)","degree_level":"Thesis","degree_discipline":"English","degree_department":null,"school":null,"contributors":["Dr. Laura McGrath","Dr. Letizia Guglielmo"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-04-01T07:00:00Z","date_published":"2013-04-01T07:00:00Z","updated_at":"2026-07-24T02:42:53Z","subjects":["peer review","social media","composition","college students","Curriculum and Instruction"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/etd/560","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Laura McGrath","Dr. Letizia Guglielmo"]},{"key":"dc:creator","label":"Author","values":["Gardner, Mark"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-05T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["English"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in Professional Writing (MAPW)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["peer review","social media","composition","college students","Curriculum and Instruction"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/etd/560"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Peer review has become a staple in the composition classroom because of its ability to help students to see writing in a social context. While students use social writing on a daily basis on social networking sites (SNS), these communicative tools have yet to be accepted as valuable pedagogical tools in composition classrooms. This case study investigates how students use Edmodo, an education-specific SNS, to perform a semi-anonymous peer review activity with students from another class. Due to the lack of research in composition studies related to SNS use as a peer review tool, this study expands the conversations of computer-mediated communication tools for peer review to include SNS. By incorporating SNS into the composition classroom, instructors are able to help students become more conscious of the writing that they do over these networks, helping students to make the connection between the writing they do inside and outside of the classroom.
"]},{"key":"dc:title","label":"Title","values":["Social Media and Peer Review: Edmodo in the Composition Classroom"]}]}],"canonical_facts":{"dc:contributor":["Dr. Laura McGrath","Dr. Letizia Guglielmo"],"dc:creator":["Gardner, Mark"],"dc:date.available":["2016-05-05T07:00:00Z"],"dc:description.abstract":["Peer review has become a staple in the composition classroom because of its ability to help students to see writing in a social context. While students use social writing on a daily basis on social networking sites (SNS), these communicative tools have yet to be accepted as valuable pedagogical tools in composition classrooms. This case study investigates how students use Edmodo, an education-specific SNS, to perform a semi-anonymous peer review activity with students from another class. Due to the lack of research in composition studies related to SNS use as a peer review tool, this study expands the conversations of computer-mediated communication tools for peer review to include SNS. By incorporating SNS into the composition classroom, instructors are able to help students become more conscious of the writing that they do over these networks, helping students to make the connection between the writing they do inside and outside of the classroom.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/etd/560"],"dc:subject":["peer review","social media","composition","college students","Curriculum and Instruction"],"dc:title":["Social Media and Peer Review: Edmodo in the Composition Classroom"],"thesis:degree_discipline":["English"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Arts in Professional Writing (MAPW)"]},"updated_at":"2026-07-24T02:42:53Z"}