DEVELOPING AUTHORITY IN STUDENT WRITING THROUGH WRITTEN PEER CRITIQUE

- Barbara Schneider and Andre Jo-Annenot

 (REVIEW OF THEORETICAL FRAMEWORK)

By: Rosa Doris Huertas

Barbara Schneider and Andre Jo-Annenot certainly start highlight the need for instructors to encourage students in the academic identity in their own career in order to write with authority, but according to the authors not always happened that way.

The authors argue their proposal of doing wring peer critique as a way to improve the writing with certain authority, and they take in two mean ideas.

The first is Based on Clark y Ivanic (1997), Schneider and Jo-Annenot indicate that the students use some conventions in which can be demonstrate a degree  of identity in writers and base their work stand three types of self in the writing practices; the autobiographical self, the discoursal self, and the authorial self the most importance as well. They also imply that writers' handling of discourse conventions could show them as experts or novices writers through the incorrect use of the citation conventions for example or specialized terminology, also point out the importance about the authority position of the author into the text, because “it has something to say” that’s why they underline the authorial self. 

The authors also mention the work of Walvoord and McCarthy (1990) indicating the following three roles that students should adopt in academic writing practices, which are: the layperson role, the text-processor role, and the professional-in-training role, this last one has a important implication in the ideas, and is the base in which they argue the importance to evidence the authority and identity as an students professionals writers. Finally the authors meritoriously affirm that all students have to improve the professional-in-training role in their writing practices, it shows the ability and the pertinence identity that have in theirs field.

In a great conclusion the authors argue the propose they have is to do wring peer critique as a way take models the describing representations of writers in texts to reach the goal as instructors should be to give students chance to develop a sense of themselves as professionals-in-training by developing an authorial self in their texts.